Instructor: Mary Bailey Estes, Ph.D. Office: MH 304 FPhone: 940-565-2579Office Hrs: T, Th 11:00-12:00 and 1:00-2:00; Thurs 3:30-5:30, or by appointmentEmail: mary.estes@unt.edu

COURSE DESCRIPTION

This course is designed to help you learn and apply educational interventions that are effective with students with mild to moderate disabilities (e.g., learning disabilities, mental retardation, and behavior disorders). Students in this course will gain competency in teaching effective strategies for improving struggling readers’ oral language, reading, and written expression and using formative assessments to monitor student progress.

COMPETENCIES

Upon completion of this course students will:

1.1. Demonstrate a thorough understanding of the process for developing an IEP, its components, and methods for implementing instruction based on IEP goals and objectives.

1.2. Demonstrate a thorough understanding of collaborative consultation and communication skills important for facilitating effective educational programming through the IEP.

1.3. Demonstrate a thorough understanding of the relationship between assessment and educational planning.

1.4. Demonstrate competence in using assessment data to develop evidence-based instructional strategies for teaching content area instruction to a target student with mild to moderate disabilities.

1.5. Demonstrate knowledge and skill in applying various instructional strategies for teaching literacy to students with mild to moderate disabilities.

COURSE OBJECTIVES

This course addresses the following objectives from the SBEC Educator Standards for Special Education (EC-12), which align with Council for

NCATE Accredited Programs in Special Education

EDSP 5740.001: Strategies for Promoting Proficiency in Reading and the Language Arts

Spring 2018 Course Syllabus

Thursdays 5:30-8:20 P.M.

Exceptional Children (CEC) Professional Standards and the TExES Pedagogy and Professional Responsibilities (PPR) EC-12:

ICSI- Initial Common Specialty Items   IGC = Individualized General Curriculum   LD=Learning DisabilitiesK = Knowledge   S = Skill

 Initial Preparation Standard 1: Development and Characteristics of Learners (ICSI.1.K3, K8, K12)

Educational implications of characteristics of various exceptionalities. Similarities and differences of individuals with and without exceptionalities. Differing ways of learning of individuals with exceptionalities, including

those from culturally diverse backgrounds, and strategies for addressing these differences.

Initial Preparation Standard 2: Learning Environments Knows effective management of teaching and learning. (ICSI.2.K3) Knows ways to create learning environments that allow individuals to retain

and appreciate their own and each others’ respective language and cultural heritage. (ICSI.2.K8)

Initial Preparation Standard 3: Curricular Content Knowledge Knows theories and research that form the basis of curriculum development

and instructional practice. (ICSI.3.K1) Knows scope and sequences of general and special curricula. (ICSI.3.K3) Knows national, state, and local curricula standards. (ICSI.3.K3)

Initial Preparation Standard 5: Instructional Planning and Strategies

Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members. (ICSI.5.S1)

Use strategies to facilitate integration into various settings. (ICSI.5.S13) Select, adapt, and use instructional strategies and materials according to

characteristics of the individual with exceptional learning needs. (ICSI.5.S15)

Use strategies to facilitate maintenance and generalization of skills across learning environments. (1CSI.5.S16)

Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem. (ICSI.5.S17)

Use research-supported methods for academic and non-academic instruction for individuals with disabilities. (LD.5.SI)

Teach learning strategies and study skills to acquire academic content. (LD.5.S14)

Use reading methods appropriate for individuals with disabilities. (LD.5.S8) Incorporate and implement instructional and assistive technology into the

educational program (ICSI.5.S7) Use appropriate adaptations and technology for all individuals with

disabilities. (ICSI.5.S7)

Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval. (LD.5.S5)

Use responses and errors to guide instructional decisions and provide feedback to learners. (LD.5.S6)

Identify and teach essential concepts, vocabulary, and content across the general curriculum.

Implement systematic instruction in teaching reading and comprehension and monitoring strategies. (LD.5.S9)

Teach strategies for organizing and composing written products. (LD.5.S10) Implement systematic instruction to teach accuracy, fluency, and

comprehension in content area reading and written language. (LD.5.S11) Develops and selects instructional content, resources, and strategies that

respond to cultural, linguistic, and gender differences. (ICSI.5.S6) Prepare lesson plans. (ICSI.5.S8)

Initial Preparation Standard 6: Professional Learning and Ethical Practice (ICSI.6.K1)

Models, theories, philosophies, and research methods that form the basis for special education practice.

Initial Preparation Standard 7: Collaboration Models strategies of consultation and collaboration (ICSI.7.K1) Know co-planning and co-teaching methods to strengthen content

acquisition of individuals with learning disabilities. (LD.7.K1) Collaborate with school personnel and community members in integrating

individuals with exceptionalities into various settings. (ICSI.7.S6)

  

 Students with Special Needs.  The University of North Texas makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to

And, as a faculty member, I am committed to helping you be successful as a student. Here’s how to succeed at UNT: Show up. Find support. Take control. Be prepared. Get involved. Be persistent. To learn more about campus resources and information on how you can achieve success, go to https://success.unt.edu .

implementation in each class. For additional information see the Office of Disability Accommodation website at http://disability.unt.edu . You may also contact them by phone at 940.565.4323.

ADMINISTRATIVE POLICIES

Attendance. Attendance in this course is essential, expected, and required. Frequent absences and/or tardies will lower the student's grade in this course. While absences are discouraged, extenuating circumstances may make it necessary for a student to miss class. Thus, “excused absences” may occur due to illness, a death in the family, observance of a religious holiday, or some other extenuating circumstance mutually agreed upon by the instructor. It is the responsibility of the student to see that work missed due to an absence is made up.  Professional courtesy also dictates that students notify the instructor ahead of time, if possible, for "excused" absences.

Questions and concerns may be handled through email, phone, or personal contact. Emails will be answered within 24 hours, Monday through Friday. All course related emails will be sent to students’ UNT email address. Students should check Blackboard messages and their UNT email regularly. If you have difficulty connecting to course materials contact the help desk at helpdesk@unt.eu or 940-565-2324.

Written assignments. Written assignments MUST reflect a professional quality in terms of scope, depth, writing mechanics (e.g., spelling, grammar, formatting, use of APA guidelines) that would be expected of education students at a prestigious university and of those who teach. Please check the rubric for evaluation of individual assignments prior to submission.

Late submissions will NOT be accepted unless a prior agreement has been made with the professor.

A grade of "Incomplete" will not be granted unless there are unusual extenuating, and documented, circumstances and only if a student has satisfactorily completed 75% or more of the course requirements with a passing grade. That student will then request an incomplete for extreme personal reasons by completing the appropriate forms required by UNT. The grade of incomplete must be approved by the department chair. The professor will set the due date and requirements for successful completion. If the student fails to complete the requirements by the agreed upon due date, the existing grade will be submitted. Students are expected to remember and submit the requirements by the due date without reminders from the professor. Low class attendance or poor grades are not reasons for requesting an Incomplete.

Academic Integrity. To be successful in this course, you must invest a significant amount of time for study. Academic honesty (i.e., no cheating) is expected. Dishonesty is defined as (i) the use of unauthorized materials, (ii)

providing assistance to each other on exams, (iii) plagiarism or representing another's work as one’s own (e.g., copying /pasting or retyping sentences/paragraphs from paper /electronic sources like the Internet) or (iv) fabricating information (e.g., “creating” a scenario not really experienced). Any suspected case of Academic Dishonesty will be handled in accordance with the University Policy and procedures. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. Further sanctions may apply to incidents involving major violations. You will find the policy and procedures at: http://vpaa.unt.edu/academic-integrity.htm.

Professionalism and Good Conduct: Student behavior that interferes with an instructor’s ability to conduct a class or other students’ opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student’s conduct violated the Code of Student Conduct. The university’s expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at: www.unt.edu/csrr. All individuals are expected to display professional behavior. For example:

1.1. Use Person-First language when referring to people with disabilities at all times. Refer to them with respect (e.g., student with autism or student with behavioral problems). Please do not use labels like “Mentally Retarded” or “Autistic” or “Handicapped” because of their negative connotations.

1.2. Students are expected to actively listen and engage in the course. To that end, PLEASE TURN CELL PHONES OFF OR TO SILENT ; and refrain from any other activities (i.e., texting, surfing the net, etc.) that would serve as a distraction.

1.3. Be punctual in arriving to class and returning back after breaks.

1.4. During class instruction, avoid sleeping, excessive talking with peers, or engaging in activities not related to the course.

1.5. Read assignment instructions carefully before starting and/or submitting to ensure accuracy. Complete and submit assignments on time.

1.6. Be well prepared for class by reviewing the readings for the day before coming to class. Participate actively in class discussions while allowing equal time and opportunity for all class members to participate.

1.7. Understand that your overall grade will be dependent on the quality of your products and not on the amount of effort or your relationship with the professor.

Retention of Student Records. Student records pertaining to this course are maintained in a secure location by the instructor of record. All records such as exams, answer sheets (with keys), and written papers submitted during the duration of the course are kept for at least one calendar year after course completion. Course work completed via the Blackboard online system, including grading information and comments, is also stored in a safe electronic environment for one year. You have a right to view your individual record; however, information about your records will not be divulged to other individuals without the proper written consent. You are encouraged to review the Public Information Policy and F.E.R.P.A. (Family Educational Rights and Privacy Act) laws and the university’s policy in accordance with those mandates at the following link: http://essc.unt.edu/registrar/ferpa.html

SPOT, the student evaluation of the professor and/or course, is a requirement for all organized classes at UNT. This short survey will be made available April 18-May 1, providing you a chance to comment on how this class is taught.  I am very interested in the feedback I get from students, as I work to continually to improve my teaching. I consider the student evaluation to be an important part of your participation in this class.

COURSE REQUIREMENTS

Required Texts and Resources

Bos, C. S., &Vaughn, S. R. (2015). Strategies for teaching students with learning and behavior problems (9th edition). London: Pearson.

Sheldon, J., & Schumaker, J.B. (1999). The sentence writing strategy: Instructor’s manual. Lawrence, KS: Edge Enterprises.

Sheldon, J., & Schumaker, J. B. (1998). The sentence writing strategy: Student lessons, volume 1. Lawrence, KS: Edge Enterprises.

IRIS Center Modules: http://iris.peabody.vanderbilt.edu/resources.html

Recommended TextsGraham, S., & Harris, K.R. (2005). Writing better: Effective strategies for

teaching students with learning difficulties. Baltimore, MD: Brookes Publishing.

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: IRA.

Additional ResourcesBest Evidence Encyclopedia www.bestevidence.org

CEC Professional Preparation Standards for Special Educators: www.cec.sped.org/prostandards/

Florida Center for Reading Research (FCCR): http://www.fcrr.orgMeadows Center for Preventing Educational Risk www.meadowscenter.orgNational Center for Intensive Intervention www. intensiveintervention .org/ National Reading Panel Report (NRP) (Note: Executive Summaries Only)http://www.nationalreadingpanel.org/publications/publications.htmPPR Standards:

http://www.sbec.state.tx.us/sbeconline/standtest/edstancertifieldlevl.aspReading Rockets: http://www.readingrockets.org/TEKS: http://www.tea.state.tx.us/index2.aspx?id=6148Texas Project FIRST: http://www.texasprojectfirst.org/ARDIEP.htmlWhat Works Clearinghouse: http://ies.ed.gov/ncee/wwc/

Supplemental readings may be used for several course topics and assignments. Most readings will be available on Blackboard; however, on occasion, you may have to locate the readings independently.

Tk20. UNT's College of Education uses Tk20 CampusTools™ as a comprehensive online data management system for all student activities in programs leading to certification for teachers or other school personnel. Students enrolled in certification programs are required to subscribe to Tk20 to complete course assignments and to facilitate evaluations for courses, field experiences, and student teaching or internship/practicum. This course requires an assignment that will be uploaded and assessed in the UNT Tk20 Assessment System. This will require the one time purchase of Tk20. Student subscriptions will be effective for seven years from the date of purchase. Key assignments must be uploaded into the Tk20 system for instructors to assess. Please go to the following link for directions on how to purchase Tk20. Announcements regarding Tk20 will also be posted on this website: http://www.coe.unt.edu/tk20 .

Brief Descriptions of Assignments

1.1. Participation. While there are many objectives for this course, an emphasis is placed on the acquisition, knowledge, and demonstration of implementation of instructional interventions. You will be expected to MODEL, lead, and practice strategies in and outside of class time. A fundamental principle of learning requires that you be actively engaged with the material for study including chapter readings, class participation activities, and assignments.

1.2. Think and Apply Questions. These questions accompany each of the Bos and Vaughn textbook chapters that we will discuss.

1.3. Sentence Writing Teaching Project (TK20 Assessment) . The purpose of this assignment is to learn how to teach the instructional stages of acquisition and generalization as presented in The Sentence

Writing Strategy (PENS). Specific directions on how to assess your students and teach them the PENS strategy will be provided during class. You will be assessed on your ability to teach the strategy and completion of a written summary and evaluation of the intervention. The summary MUST reflect a professional quality in terms of scope, depth, writing mechanics (e.g., spelling, grammar, formatting, use of APA guidelines for referencing).

1.4. RTI Project*. Each student is expected to identify a student with a reading disability/difficulty, conduct initial and ongoing instructional assessment(s) and devote a minimum of 10 hours employing appropriate reading intervention strategies learned in this course. Additional details will be given in class.

*All materials should be de-identified (i.e., without student name and other identifiable information).

1.4.1.Strategy and Progress Monitoring Plan. Each student must identify appropriate strategy/ies, from instructional strategies covered in this course, to address your targeted student’s identified goals and objectives during the 10 hours of instruction; and submit related progress monitoring probes.

1.4.2.Notebook. Provide brief summary of student progress towards designated objectives over course of 10 hours. Include mini lesson plans for each session addressing student goals and objectives and strategies used to assist student in meeting them. Present graph of progress monitoring data (noting phase, goal and trend lines), log of tutoring sessions, samples of student work product, and your reflections of the experience. (See format posted in Blackboard)

1.5. IRIS Modules. Each student will complete the designated online modules and turn in a copy of the answers to the assessment portion of each module via Blackboard by 4 PM on due date.

I.6 Completion of IEP Module (Submit certificate of completion to Blackboard.)

(Standards-Based IEPs’ Goal Development Online Training) http://www.esc20.net/default.aspx?name=ci_se.agc.OnlineTraining )

Grading

The expectations for all assignments will be discussed in detail in class. Understand that your overall grade will be dependent on the quality of your products and not on the amount of effort or your relationship with the professor. Please check the Rubric for evaluation of individual assignments prior to submission.

Assignments Points PossibleThink and Apply questions—4 @ 25 pts each 100IRIS Modules --8 @ 10 pts each 80Sentence Writing Strategy Teaching Project/Paper

150

RTI Project Strategy and Progress Monitoring Plan Notebook

20130

IEP Module Certificate (Submit to Blackboard) 25Total Points possible 505

Grading Scale: A (90-100) = 455 points

B (80-89) = 404 points C (70-79) = 354 points D (60-69) = 303 points F (Below 60) < 303

Tentative Class Schedule – EDSP 5740NOTE: This schedule is subject to change given unusual circumstances and professor

discretion.

Date Topic / Chapter Due1/18/18

Introduction/ Teaching Oral Language

Classroom Assessment

Chapter 6: Bos and Vaughn, 9th edition.Complete the following modules:

Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the

Classroom

(1) http://iris.peabody.vanderbilt.edu/gpm/ chalcycle.htm

1/25/18

OverviewEffective Instruction & Progress Monitoring

Chapter 6: Bos and Vaughn

Foorman & Torgesen (2001)

Classroom Assessment (Part 2): Evaluating Reading Progress

(2) http://iris.peabody.vanderbilt.edu/rpm/chalcycle.

htm

Submit to Blackboard your response to questions in Assessment section of IRIS Modules: Classroom Assessment (Part 1) Classroom Assessment (Part 2): Evaluating Reading Progress, and Using Learning Strategies.

Think and Apply questions Chapter 6—submit to Blackboard.

2/1/18Instructional planning/IEP development

Adams, Foorman, Lundberg, & Beeler (1998)Scarborough & Brady (2002)Bos and Vaughn, Chapter 7

Related Services: Common Supports for Students with Disabilities

(3) http://iris.peabody.vanderbilt.edu/module/rs/

#content

Submit Think and Apply questions for Chapter 7 to Blackboard.

Submit to Blackboard IRIS module Related Services: Common Supports for Students with Disabilities.

10

2/08/18Phonemic Awareness, Phonics

Web-based instruction night. Class will not meet.

Standards-Based IEPs Goal Development Online Training http://www.esc20.net/default.aspx?

name=ci_se.agc.OnlineTrainingReview ARD Guide:

http://www.texasprojectfirst.org/ARDIEP.html

Submit to Blackboard certificate of completion for IEP module.

Locate sample IEP to bring to class on 2/16/17.

2/15/18Phonics/Decoding/Word Recognition/Multi-sensory instruction

Moats (1998)PHAST-Lovett, et al. (2000)

Discuss IEPs.

Demonstration of Code 76/AMSAR

Read Moats and Lovett articles before class.

Strategy and Progress Monitoring Plan for RTI Project

2/22/18Vocabulary Theory, Instructional Strategies & Assessment

Web-based instruction night. Class will not meet.

Review Vicki LaRock Presentation (Requires Adobe Flash)

http://www.authorstream.com/Presentation/Randolfo-57825-VocabularyVickiLaRock-

Research-Based-Vocabulary-Instruction-So-Words-Little-Time-Objectives-

vocabularyvicki-Education-ppt-powerpoint

Secondary Reading Instruction: Teaching Vocabulary and Comprehension in the

Content Areas(4)

http://iris.peabody.vanderbilt.edu/sec_rdng/chalcycle.htm

(5) http://iris.peabody.vanderbilt.edu/module/sec-rdng2/#content

Submit to Blackboard your response to questions in Assessment section of IRIS Module: Secondary Reading Instruction: (Part One)Teaching Vocabulary and Comprehension in the Content Areas; and Secondary Reading Instruction (Part Two): Deepening Middle School Content Area Learning.

11

3/01/18Vocabulary Theory, Instructional Strategies & Assessment

Chapter 8: Bos and VaughnCarlisle & Rice Chapter 2 (pp. 17-40)

Discuss RTI Plans

Read Carlisle & Rice Chapter 2 before class.

Submit Think and Apply Questions for Chapter 8 to Blackboard.

3/09/18

Comprehension Theories and Instruction

Chapter 9: Bos and Vaughn

Blachowicz & Fisher Chapter 9 (pp. 181-193)Graham (1999)

Submit Think and Apply Questions for Chapter 9 to Blackboard.

03/15/18 Spring Break

03/22/18

Comprehension Strategy and Assessment

Web-based instruction night. Class will not meet.

Mastropieri et al. (2003)

CSR: A Reading Comprehension Strategy(6)

http://iris.peabody.vanderbilt.edu/csr/chalcycle.htm

Submit to Blackboard your response to questions in Assessment section of IRIS Module: CSR: Reading Comprehension Strategy

03/29/18Fluency, Handwriting and Spelling

Sentence Writing Strategy Explanation and Demonstration

Read the Sentence Writing Strategy Instructor’s Manual before class.

04/05/18Written Language

Sentence Writing Strategy In-Class Teaching Project

Sentence Writing Strategy Paper: Submit on Blackboard & TK20

04/12/18Writing Strategy Instruction

Writing Better (pp. 13-40, 160-166)SRSD: https://www.youtube.com/watch?v=czNaUbeAZnA

Improving Writing Performance: A Strategy for Writing Persuasive Essays

Submit to Blackboard your response to questions in Assessment section of IRIS Module:

12

(7) http://iris.peabody.vanderbilt.edu/module/pow/

Improving Writing Performance: A Strategy for Writing Persuasive Essays

04/19/18 Web-based instruction night. Class will not meet.

IRIS Module: RTI (Part 3): Reading Instruction(8)http://iris.peabody.vanderbilt.edu/

rti03_reading/chalcycle.htm

Submit to Blackboard your response to questions in Assessment section of IRIS Module: RTI: Reading Instruction

04/26/18 Class will not meet IF all else is completed.Complete your RTI Projects this week.

05/03/18 RTI Project Notebook is due to Blackboard.

13

Full Citations of Readings

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. American Educator, 22, 18-29.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA.

Archer, A. L., Gleason, M. M., & Scanlon, V. L. (2003). Decoding and fluency: Foundations for struggling older readers. Learning Disabilities Quarterly, 26, 89-102.

Blachowicz, C., & Fisher, P. (2002). Teaching vocabulary in all classrooms. Upper Saddle River, New Jersey: Merrill Prentice Hall.

Carlisle, J. F., & Rice, M. S. (2002). Improving reading comprehension: Research based principles and practices. Baltimore, Maryland: York Press.

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16, 203-212.

Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disability Quarterly, 22(2), 78-98.

Graham, S., & Harris, K.R. (2005). Writing better: Effective strategies for teaching student with learning difficulties. Baltimore, MD: Brookes Publishing.

Honig, B. Diamond, L., Gutlohn, L., & Mahler, J. (2008). Teaching reading sourcebook. Navato, CA: Arena Press.

Lovett, M. W., Lacerenza, L., & Borden, S. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458-476.

Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students. Learning Disabilities Quarterly, 26, 103-116.

Moats, L. C. (1998). Teaching decoding. American Educator, 1-9.

National Reading Panel (2000). Report of the national reading panel: Teaching students to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups.

14

Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health (www.nationalreadingpanel.org).

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: IRA.

Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. Journal of Literacy Research, 34, 299-334.

Sheldon, J., & Schumaker, J.B. (1999). The sentence writing strategy: Instructor’s manual. Lawrence, KS: Edge Enterprises.

Sheldon, J., & Schumaker, J. B. (1998). The sentence writing strategy: Student lessons, volume 1. Lawrence, KS: Edge Enterprises.

Walpole, S., & McKenna, M. (2007). Differentiated reading instruction: Strategies for the primary grades. NY: Guilford Press.

15