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Syllabi

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EDF 600 Educational Research

Professor: Dr. Thomas A. DeVaney Office: 125 White HallPhone: (504) 549-2228 Office Hours: PostedE-mail: tdevaney@selu.edu

Web Site: http://www.selu.edu/Academics/Faculty/tdevaney/index.html

Course DescriptionPrinciple and procedures in the scientific study of educational problems. Examination of principal research methods,survey of significant research studies, and application of research principles. (3 credit hrs.)

Course Objectives

1. Describe the importance and use of educational research (4.4) 2. Identify and discuss the main types of educational research (e.g descriptive, causal-comparative,

correlational, experimental, quasi-experimental, single-subject, and qualitative research). (14.2) 3. Utilize preliminary, primary, and secondary sources of research information. (8.1) 4. Define terminology associated with educational research. 5. Describe research techniques relating to sampling, statistical analysis, and research design. 6. Identify possible sources of bias in educational research. 7. Evaluate a research report. (11.5) 8. Identify a problem statement, a null hypothesis, and a research hypothesis. 9. Plan a simple research project and write a proposal in APA format. (9.2, 14.1, 14.2, 14.3, 16.1, 16.7, 16.8)10. Recognize and interpret statistical data. (11.5)

Text and Required Materials

Crowl, T. K. (1996). Fundamentals of educational research (2nd ed.). Dubuque, IA: Brown & Benchmark.American Psychological Association. Publication manual of the american psychological association (4th

ed.). Washington, DC: Author.

Educational Research Note Packet - available through the Copy Store.

Assigned Articles 1 - 8 for Weekly Reading - on reserve in the library

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Assignments

Points Assignment

3040251075

5151510102010 5

Quiz 1Quiz 2 (Comprehensive)Article CritiqueDraft of Written ProposalWritten ProposalWeekly Assignments Purpose Statement Hypotheses List of References Sampling Project Instrumentation Project Research Design Project Statistics Project Research Participation

L Late assignments will be accepted with penalty, usually one letter grade per day.L Make-ups will not be given for exams unless previously cleared with the instructor, or in the case of a

documented emergency. Decisions to give make-up exams are at the discretion of the instructor.L You should be aware of deadlines and exam dates. Do not wait until the last minute to start on your

assignment. Do not take this class unless you have sufficient time to devote to completion of the assignedprojects.

AttendanceAttendance is crucial for an understanding of the material that will be on exams and for maintaining activeparticipation in the class. As a graduate student enrolled in this class, you are expected to be present at each classmeeting. As such, attendance is not included in the final grade for this class. However, failure to attend at leasttwo-thirds of the class meetings will affect your final grade.

If you have reason to believe that you will not be able to attend one of the meetings, you may, with the instructor=spermission, attend another section of this class. This policy is limited to normal class meetings and does not apply(except in extreme instances) to tests and assignment deadlines. If you wish to attend a section that meets later in theweek, you will be expected to have the completed assignments turned in by the day of your regular class.

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Grading Policy

270 - 243 points A (100% - 90%)242 - 216 points B (89% - 80%)215 - 189 points C (79% - 70%)188 - 162 points D (69% - 60%)161 and below F (59% and below)

The following statement concerning the grade of AI@ or incomplete appears in the 1998-1999 generalcatalogue for Southeastern Louisiana University:

The grade of “I” means “incomplete” and is given for work which is of passing quality at examinationtime but which, because of circumstances beyond the student’s control, is not complete. The deficiencymust be met by the end of the registration period of the next semester (term) of enrollment unless extendedby the student’s dean. “I” grades are removed only by completion of the coursework, not by repeating thecourse. “I” grades are computed as “F” grades until changed to a final passing grade. After twelve monthsfollowing the time it was assigned, the “I” grade cannot be removed.

The grade of incomplete is reserved for extreme circumstances and will not be used as a means forproviding additional time to complete unfinished assignments.

Academic HonestyThe use of unauthorized material, communication with fellow students during an examination, attempting

to benefit from the work of another student and similar behavior defeats the intent of an examination or otherclasswork and is unacceptable to the University. Cheating on examinations, plagiarism, improper acknowledgmentof sources in essays and the use of a single essay in more than one course without permission are considered veryserious offenses and shall be grounds for disciplinary action.

Disciplinary action may include but is not limited to the assignment of a lower grade or an F (zero) to thetest, paper, or assignment, or in the case of a serious violation, a lower grade or F for the course.

Classroom BehaviorAs a graduate student, you are expected to conduct yourself in a manner that promotes a learning

environment for all students in the class.

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Class Schedule

Date Topics to be Covered Readings for Class Assignments Due

Aug 24-26 Syllabus; Introductions

Aug 31-Sept 2 Types of Research; Variables Ch. 1; pp. 391-400;APA Manual (pp. 7-14)

Sept 7-9 Selecting a Topic; Review ofRelated Literature;Electronic Databases

Ch. 2-3Article #1Meet in Library

Sept 14-16 Hypotheses; OperationalDefinitions

Ch. 4Article #2

Pupose Statement Due

Sept 21-23 Ethics Ch. 5Article #3

Hypotheses Due

Sept 28-30 APA Format APA Manual (pp. 23-60, 237-251)

Oct 5-7 TEST 1

Oct 12-14 Sampling Ch. 6Article #4

Reference Page

Oct 19-21 Instrumentation Ch. 7Article #5

Sampling Project Due

Oct 26-28 Group Comparison ResearchDesigns

Ch. 14Article #6

Instrumentation Project

Nov 2-4 Scales of Measurement;Inferential Statistics

Ch. 8-9Article #7

Research Design ProjectProposal (Review Copies)

Nov 9-11 Return Review CopiesStatistics Project Due

Nov 16-18 No class Proposal Due ?

Nov 23-25 Thanksgiving Holiday Proposal Due ?

Nov 30 -Dec 2 Article Critique Article #8

Dec 7-9 TEST 2

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References

American Psychological Association. Publication manual of the American psychological association (4thed.). Washington, DC: Author.

Best, J. W., & Kahn, J. V. (1998). Research in education (8th ed.). Boston: Allyn and Bacon.Crowl, T. K. (1996). Fundamentals of educational research (2nd ed.). Dubuque, IA: Brown & Benchmark.Fraenkel, J. R., & Wallen, N. E. (1996). How to design and evaluate research in education (3rd ed.). New

York: McGraw-Hill, Inc.Gay, L. R. (1996). Educational research: Competencies for analysis and application (5th ed.). Englewood

Cliffs, NJ: Prentice-Hall, Inc.Patten, M. L. (1991). Educational and psychological research: A cross-section of journal articles for

analysis and evaluation. Los Angeles: Pyrczak.Patten, M. L. (1991). Educational and psychological research: A cross-section of journal articles for

analysis and evaluation (2nd ed.). Los Angeles: Pyrczak.

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Education 657/658 Fall 2000TEACHING READING IN THE ELEMENTARY SECONDARY SCHOOL Dr. WadlingtonOffice Hours: TBA Office: 549-5265 Home: 674-0464

Course Description: A course providing for extensive study of recent trends in materials and methods in reading in theelementary/secondary school, including significant research studies which relate to these. Specifically emphasized will bevarious learning styles, the discussion of specific methods and materials, and their cross-cultural applicability. (3 credit hours)(1.2, 2.10, 2.11, 14.1)

This course will require extensive work with literacy instruction with students in actual teaching situations (practicum withvideotape).

Texts: 1. Braunger, J. & Lewis, J. (1997). Building a knowledge base in reading. Northwest Regional Educational Laboratory’s Curriculum and Instruction Services. (OPTIONAL purchase) 2. Burns, P., Roe, B.; & Ross, E. (1999). Teaching reading in today’s elementary schools.

NY: Houghton Mifflin. (rental) 3. Roe, B., Stoodt, B., and Burns, P. (1997). Secondary school reading

Instruction: the Content Areas. NY: Houghton Mifflin. (rental) 4. Louisiana Standards and Benchmarks (packet) 5. Instructor’s Packet (purchase)

Course Objectives: Upon the completion of this course, the student should be able to: (2.13)1. describe the reading process, various models (reader-based, text-based, interactive) and cues (i.e., semantic, syntax,

and grapho-phonics) and articulate a personal theory about the reading process, (1.1, 1.5, 1.6, 2.4, 6.1)2. define his/her role and make reflective, instructional decisions based on an evolving view and understanding of the

literacy process, (12.1, 12.2, 12.4, 12.5, 16.2)3. interact and collaborate with students, colleagues, parents, paraprofessionals, and community to enhance literacy

development and facilitate change and improvement, (5.8, 11.3, 16.3, 15.0 – 15.4, 12.3)4. model lifelong learning and professional development, (5.3, 13.1 – 13.6)5. serve as a leader/change facilitator in developing and transmitting new theoretical and instructional ideas, (13.1 –

13.6, 12.3)6. appreciate and foster reading in daily life for many purposes (e.g. personal enjoyment, social growth, learning), (1.3,

5.2, 1.4)7. model and teach effective oral and written communication, (11.1, 11.3)8. analyze and explain the relationship among various views of the reading process and the way reading is taught, learned

and assessed, (1.6)9. analyze and apply current research and trends related to developing components of the reading process: (a) affective;

(b) emergent literacy; (c) metacognition; (d) decoding knowledge; (e) vocabulary knowledge; (f) syntax; (g) discourseknowledge, and h) social and pragmatic knowledge, (1.3, 2.4, 2.7 – 2.11, 5.1 – 5.4, 6.1 – 6.6, 7.1 – 7.6, 2.2, 2.3)

10. analyze and apply current research and trends in the uses of literature in the reading program and content areas, (2.12,5.5)

11. plan for and provide a literate environment including the physical, emotional, and sociopsycholinguistic environmentin the classroom, the school, the home and the community, (1.7, 5.1, 5.8)

12. facilitate students' understanding/development of the literacy process, comprehension, metacognition, self-questioning/monitoring, and strategies used to become self-directed, self-motivated language learners, (7.1- 7.4, 2.8)

13. describe and apply diverse word identification strategies (e.g., phonics, context, morphemes, sight words, spellingpatterns, dictionary), (2.1, 2.4, 2.6, 6.2, 6.3, 6.5)

14. describe and apply aspects of vocabulary acquisition, (6.6, 2.2)15. describe and apply diverse comprehension strategies for different types of text, (7.5, 7.6, 8.1, 8.2, 8.4, 2.2)16. describe and guide the writing process, (9.0- 9.3)17. plan meaningful literacy experiences that integrate listening, speaking, reading, writing, spelling, and visual

representations, (2.5, 2.6, 3.3, 5.6, 6.4)18. plan learning experiences that accommodate and challenge students of varying ages, developmental levels, intellectual

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abilities, interests/attitudes, cultural/linguistic/ethnic backgrounds and exceptionalities in individual and whole classsettings, (1.2, 1.7, 3.1, 3.2, 3.4, 4.1 – 4.4, 12.2, 12.4)

19. demonstrate a basic understanding of assessment and diagnosis and correlate with planning, instruction, and feedback,(2.14, 4.1 – 4.4, 10.0 – 10.2, 11.1)

20. use technology to aide literacy development, (5.7, 12.4)21. discuss and apply the Louisiana Standards and Benchmarks,22. independently and collaboratively explore in depth a topic/problem of interest. (11.5, 14.1, 14.3, 16.1)

Tentative Schedule/TopicsConcepts from Building a Knowledge Base will be integrated throughout all topics. Louisiana Standards will also beintegrated throughout. You may purchase these from bookstore if needed. Be ready to critically discuss each topicin class. Volunteers will be asked to share journal entries.

8/24 Importance of Literacy for Communication and Growth; Professional Organizations The Reading Process; Model; Leaders, & Trends; Cues; Text, Reader, & Context; (BRR 1)8/31 Cultural, Linguistic, and Ethnic Diversity; Contextual Factors; Emergent Literacy; Partnerships with Homes (BRR 2) LEA Demo9/7 Reading for Meaning; Role of Prior Knowledge; Metacognition; Self-monitoring; Integration of all language arts for meaningful learning (BRR 5,6, CS 1, 7)9/14 Comprehension/Narrative Text (genres of literature) (BRR 8, CS 6) Big Book Activity; Favorite Literature Activity9/21 Comprehending/Expository Text (Content areas)/Study Skills (BRR 9, 10) Class Demos of Strategies9/28 Questioning, Text Structure, Conventions of Print, Adjusting Reading Rate Multisensory Strategy Presentations due10/5 Exam10/12 Word Recognition (Phonics, context, morphemes, sight words, spelling patterns, dictionary) (BRR 3) Group Word Recognition Self-Assessment10/19 Developing Vocabulary; (BRR 4; CS 4) Class Demo of Strategies10/20 Last day to drop or resign10/26 Reading and the Writing Process; Developmental Spelling (CS 2, 3);11/2 Diagnosing/Accommodating Needs of Typical/Atypical Students (BRR 12)11/9 Dyslexia and Related Disabilities (BRR 14); Action Research Projects Due11/16 Technology (BRR 11, paperback, CS 5); Videos Due; Follow-Up Discussion of Standards11/23 Thanksgiving Holiday11/30 Organizing for Reading, Paraprofessionals and volunteers, Self- and Program-Assessment; ProfessionalGrowth and Change, (15.0 – 15.4) (BRR 13)12/6 Final

Depending on how our time goes, I will try to give you one night to work on projects independently. This date willbe announced in class.

Requirements (The instructor reserves the right to evaluate in additional ways.)

Two Exams 200 pts. Standards Research Paper 100 pts.Video 25 pts Multisensory Strategy 25 pts.Technology Project 25 pts. Journal 25 pts. Total 400 pts.

Grading Scale: 93-100 A; 85-92 B; 77-84 C; 69-77 D; Below 69 F

Written Work: Unless otherwise instructed, written work must be done in APA style, 4th ed.

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Attendance/Participation: Attendance is considered a privilege as well as a responsibility. If you must be absent,notify me. Each unexcused absence will result in the loss of five points. Whether an absence is excused or not isleft to my discretion. You are responsible for anything you miss. Quality voluntary participation in all activities isexpected or points will be deducted at the instructor's discretion. Projects that are not turned in at the beginning of the class meeting on the due date will be dropped one lettergrade for each day late beginning with the due date. For example, if a project is due on Tues. and you turn it in atthe end of class on Tues., it is dropped one letter grade.Unless an emergency situation exists and is discussed ahead of time with the instructor, exams may not be made up.

If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act,you are required to self-identify with the Office of Student Life, Room 203, Student Union.

Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with eithera) the instructor’s ability to conduct the class or b) the ability of students to benefit from instruction is notacceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular phones,or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking;or arguing in a way that is perceived as “crossing the civility line”. In the event of a situation where a studentlegitimately needs to carry a beeper/cellular phone to class, prior notice and approval of the instructor is required.

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EDUC 657/8 Projects (2.13) Dr. Wadlington

1. Louisiana Standards Action Research Project: Divide into groups with each group taking one LouisianaStandard. Each group member will be responsible for researching some aspect of that Standard. Read at leastthree sources including ding at least two research articles. One resource must be from the Internet. Make sure itis reputable. (2.9, 3.5, 11.5, 14.1, 14.3, 16.1, 16.3)

Also, learn by doing. Conduct at least five related literacy lessons/assessments with children and document yourresults.

Prepare a typed summary of three to four pages with the following info included:a. your objectives (why you researched your topic) b. what you learned from your articles (cite APA) c. whatyou learned from working with your students, and d. conclusions based on the integrated lit review and yourown work with children. A reference list using APA style (4th edition) should accompany the paper. Seventy-five percent of your grade will be based on content, and 25% of your grade will be based on writing mechanics,style, and adherence to APA.

2. Video: Videotape yourself at least two times as you work with your students for Project I. Use this video forself-assessment as well as pupil assessment. Prepare a 10 minute clip of one lesson to share with the class fordiscussion. You may share something that worked successfully; or you may share a problem and ask for groupsuggestions. (3.5, 11.5, 16.2, 16.3, 16.6, 10.1, 12.5, 13.5)

3. Multisensory Project: Plan a way to teach a reading skill or concept in a multisensory manner. Involvemovement and as many of the senses as possible. Also, try to integrate as many of the language arts as possible.Try your strategy with students. Then demonstrate the strategy and report your results to the class. Each classmember should receive a 1/2 page description which includes objective(s), materials, procedures, evaluationtechniques, and source. (Make sure that you don't demo a strategy that we have discussed in class.) (2.6)

4. Technology Project: Using the criteria and list of sites given in class, investigate and critically analyze theuse of these sites for developing literacy. Next teach a literacy skill/concept to students using one of these sites.Then teach similar skill/concept to the same students using more traditional instruction. Compare the results.Document your work on the sheet provided. (5.7, 8.1, 12.4)

5. Reflective Journal: Each week after class, reflect upon what you are learning. During the week, seek to applyit in your work with your students. For example, if we discuss diversity, observe/interview a student who has adifference of some type. Think about the positive and negative aspects of the difference. How can you besthelp this student develop to his/her best potential? Or when we discuss reading as interaction between text,reader, and context, observe a student or analyze yourself to find evidence of this. Do not just summarize ourclass period. (16.2, 1.5, 5.1, 5.3)

Write your reflections in your journal. Focus on application of what you are learning, critical thought, and yourown professional growth. You should have at least eight entries. Volunteers will share in class to stimulatediscussion. You may combine topics as appropriate in your own situation.

Topics will include but not be limited to some aspect of the following:Theories and definition of reading (1.5, 1.6)My own reading process and use of cues (1.1, 1.5, 2.4, 6.1)Factors (context, emotional, psychological, environmental, etc.) that affect reading of my students (1.7, 2.4, 2.9)Accommodating individual differences (1.2, 3.1, 3.2, 3.4, 12.2)Assessment and correlation with instruction (2.14, 10.0 – 10.2, 11.1)Use of literature and other materials (2.12, 5.2, 5.5)Emergent literacy and home involvement (2.6, 5.8, 11.3)Comprehension and metacogniton (2.8, 7.1 – 7.6)Content area reading and study skillsSelf-assessment of own word recognition skills (follow-up to group assessment)Evaluation of my school program; collaboration with other educators, paraprofessionals, parents, and others;

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curriculum, etc. and ways to improveEvaluation of my own growth as a literate person and a professional

6. Two Exams: Exams will cover all objectives, topics, projects, and activities. Items will require critical thinking,application, and evaluation. (all indicators)

Additional In-Class Activities: (2.13)Big Book Activity – Students will select, demo, and analyze big books for motivation, assessment, and instruction.(12.4)Favorite Literature Activity– Students will bring a favorite piece of children’s literature to discuss and analyze.(2.12, 5.2, 5.5, 12.4)LEA Demo – Students will participate in a simulation of a language experience lesson. Focus will be onconnections among all language arts. (2.5 – 2.7, 3.2)Process Writing Activity – Students will go through all steps of the writing process to develop a short piece ofwriting. Groups will critically analyze strengths and weakness of use of process for assessment and instruction. (2.6,9.0 – 9.3)Word Recognition Self-Assessment – Groups will work through the word recognition self-assessment and analyzeand identify areas for further study. (2.1, 3.3, 6.1)Class Demonstrations – Groups will demonstrate strategies for vocabulary, word recognition, content area reading,and study skills. (6.1 – 6.6, 7.1 – 7.6, 8.1 – 8.2, 8.4)Discussion – All students will be expected to participate in thought-provoking discussion during all activities. (allindicators)

Tips on Writing Style An APA Manual is on reserve in the LRC. Use it. Write in third person only. Double space. Cite all referenceswithin text. Your reference list should exactly match the citations within text. Use correct citation and referenceforms. See APA manual for title page, page numbers, and running head as well. Paraphrase rather than quote asmuch as possible. Analyze and synthesize the work of authors. Use proper grammar, spelling, and punctuation.Check for complete sentences, transitions, introductions, and closings.

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EDUC 657/8 Reading Reference List

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA:Association for Supervision and Curriculum Development.

Brooks, J. & Martin, G. (1993). In Search of Understanding: The Case for ConstructivistClassrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Cunningham, P. (1995). Phonics They Use: Words for Reading and Writing. 2nd ed.New York, NY: Harper Collins College Publishers.

Ericson, L. & Juliebo, M. (1998). The Phonological Awareness Handbook forKindergarten and Primary Teachers. Newark, DE: International Reading Association

Hansen, J. (1987). When Writers Read. Portsmouth, NH: Heinemann.Harmin, M. (1994). Inspiring Active Learning: A Handbook for Teachers. Alexandria,

VA: Association for Supervision and Curriculum Development.Harris, T. & Hodges, R. (Eds.) (1995). The Literacy Dictionary: The Vocabulary of

Reading and Writing. Newark, DE: International Reading Association.Hindley, J. (1996). In the Company of Children. York, ME: Stenhouse Publishers,

1996.Ingraham, P. (1997). Creating and Managing Learning Centers, A Thematic Approach.

Peterborough, NH: Crystal Springs Books.Johns, J. & Lenski, S. (1994). Improving Reading: A Handbook of Strategies. Dubuque,

IA:Kendall/Hunt Publishing Company.Kotch, L. & Zackman, L. (1995). The Author Studies Handbook: Helping Students Build

Powerful Connections to Literature. New York, NY: Scholastic, Inc.Louisiana English Language Arts Content Standards. (1997). Baton Rouge, LA:

Louisiana State Department of Education.Louisiana Components of Effective Teaching. (1998) Baton Rouge, LA: Louisiana State

Department of Education.Moore, D., Readence, J., & Rickelman, R. (1989). Prereading Activities for Content

Area Reading and Learning. 2nd ed. Newark, DE: International Reading Association.Nicholson-Nelson, K. (1998) Developing Students' Multiple Intelligences. New York,

NY: Scholastic, Inc.Pinnell, G. & Fountas, I. (1996). Guided Reading: Good First Teaching for All

Children. Portsmouth, NH: Heinemann.Pinnell, G. & Fountas, I. (1998), Word Matters: Teaching Phonics and Spelling in the

Reading/Writing Classroom. Portsmouth, NH: Heinemann.Rhodes, S. (1993). Windows into Literacy. Portsmouth, NH: Heinemann.Routmann, R. (1996). Literacy at the Crossroads: Crucial Talk About Reading, Writing,

and Other Teaching Dilemmas. Portsmouth, NH: Heinemann.Searfoss, L. & Readence, J. (1994). Helping Children Learn to Read. 3rd ed. Boston,

MA: Allyn and Bacon.Strube, Penny. (1996). Getting the Most from Literature Groups: Grades 3-6. New

York, NY: Scholastic, Inc.Tucker, S. (1995). Painting the Sky: Writing Poetry with Children. Glenview, IL:

GoodYear Books.Tierney, R., Readence, J., & Dishner, E. (1990). Reading Strategies and Practices: A

Compendium. Boston, MA: Allyn and Bacon.

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Trelease, J. (1989). The New Read Aloud Handbook. New York, NY: Penguin Books.Trelease, J.(1992). Hey! Listen to This: Stories to Read Aloud. New York, NY: Penguin

Books.

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EDUC 661:DIAGNOSTIC AND REMEDIAL READING:

Literacy Assessment and Instruction

Dr. Lori Brocato Office: TEC 233Time: 4:00-6:50 Tues. Office Phone: 549-5680Email: lbrocato@selu.edu (office) Office Hours: See office schedule BrocL@aol.com (home) Home Phone: (225)928-1594

Web site: http://www.selu.edu/Academics/Education/TEC/lbrocato.htmlPrerequisite: EDUC 657 or EDUC 658 or equivalentRequired Textbooks:

Clay, M. (1993). An observation survey of early literacy achievement. Portsmouth, NH:Heinemann Educational Books, Inc.

Flynt, E. Sutton & Cooter, R. (1995). Flynt-Cooter reading inventory for the classroom.Scottsdale, AZ: Gorsuch Scarisbrick, Publishers.

Fountas, I.C. & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for AllChildren. Portsmouth, NH: Heinemann.

Leslie, L., & Caldwell, J. (1995). Qualitative reading inventory-II.New York: Harder Collins College Publishers.

Additional Readings: Articles will be required to support class discussions and toenhance understandings of literacy assessment and instruction.

Course Description: A course which focuses on developing the teacher’s knowledge ofreading assessment and interpretation of assessment results as well as instructional strategies tomeet the diverse needs of students at the elementary, middle, and secondary levels. An emphasiswill be placed upon using assessment to inform instruction and prescribe interventions.

Course Objectives:Upon completion of this course, a student should be able to:

1. define his/her role and make instructional decisions based on an evolving view andunderstanding of the reading/writing process, (1.1, 1.5, 1.6, 2.2, 2.5, 2.6, 2.7, 3.1, 3.4, 4.3,16.2)

2. interact and collaborate with students, colleagues, parents, paraprofessionals, communityto enhance literacy development and facilitate change and improvement,(1.4, 4.3, 5.3,5.8, 11.1, 11.3, 13.6, 15.0 – 15.4, 16.6)

3. model lifelong learning and professional development, (1.7, 2.1, 3.4, 5.3, 13.6, 16.6)4. serve as a leader/change facilitator in developing and transmitting new theoretical and

instructional ideas, (1.1, 2.1, 16.4, 16.6)5. analyze the reading/writing process and its development in students, (1.1, 1.5, 1.6, 2.1,

2.2, 2.3, 2.7, 2.8, 3.1, 3.3, 4.2, 16.4)6. compare and contrast effective and ineffective readers/writers, (1.5, 2.1, 2.7, 3.1, 3.2, 4.1,

4.2)

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7. examine current issues, trends and research in assessing and facilitating the learning ofproblem readers/writers within an increasingly diverse student population, and adopt apersonal theory, (1.1, 1.3, 1.6, 1.7, 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.11, 3.3, 3.4, 4.1, 4.2, 14.1,16.1)

8. analyze psychological as well as contextual factors which influence the learning ofstudents, (1.7, 3.1, 4.1, 10.1, 10.2)

9. select, administer, analyze, develop, and use informal and formal techniques for assessingstudent/group strengths and weaknesses in the areas of reading and writing, (1.5, 1.7, 2.1,2.4, 2.5, 2.6, 3.4, 4.2, 4.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 7.1, 7.6, 8.2, 9.1, 9.2, 10.1,10.2, 12.2, 12.6, 12.7)

10. plan teaching and learning activities (based on assessment) that accommodate andchallenge students of varying ages, developmental levels, interests/attitudes,cultural/linguistic backgrounds and exceptionalities in individual, small group, and wholeclass settings-stressing (but not limited to) a balanced literacy approach, (1.1, 1.5, 2.2,2.4, 2.5, 3.3, 3.4, 4.2, 4.3, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 7.1, 7.2, 7.3,7.4, 7.6, 8.2, 9.1, 9.2, 10.1, 10.2, 11.1, 12.2, 12.4, 12.6, 12.7, 14.1)

11. make instructional decisions/interventions (in conjunction with classroom teachers,paraprofessionals, and other support persons) during reading/writing to foster thestudent’s self-extending system for using a network of strategies that skilled readers andwriters use, (1.3, 1.5, 2.2, 2.4, 2.7, 2.14, 3.2, 3.3, 3.4, 4.3, 5.2, 5.4, 6.1, 6.2, 6.3, 6.4, 6.5,6.6, 7.1, 7.2, 7.3, 7.4, 7.6, 8.2, 9.1, 9.2, 10.1, 10.2, 11.1, 11.3, 12.2, 12.4, 12.6, 12.7, 14.1,15.0 – 15.4)

12. and analyze strengths and weaknesses of district/school=s instructional program as well asexisting and innovative programs targeted to the problem reader and writers. (2.4, 2.9,3.1, 3.2, 3.4, 3.5, 13.2)

Expectations: Students are expected to attend all classes; written excuses for absencesare requested. Tests and other assigned readings are required; class activities are designed tomake the content meaningful and to involve students in developing concepts and principlesrather than just attending to the information. A variety of teaching methods and learning taskswill be utilized including lecture & PowerPoint presentations, cooperative learning activities, andindependent study. Late assignments/opportunities for make-up exams will be determined on anindividual basis. Student performance will be evaluated based on the activities that follow. Inaddition to the instructor=s assessment, students will complete peer and self-assessments ondesignated activities using collaboratively developed criteria.

EDUC 661 Grading Scale Total Possible Points = 400A 100%-93% Exploring the Internet (20 Points)B 92%-87% Professional Interaction and Attendance (20 Points)C 86%-78% Student Case Study (100 points)D 77%-70% Midterm Examination (100 points)F 69%-below Final Examination Project (100 points): Interventions

Instructional Strategy Presentation (50 Points)Professional Article (10)

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1. Student Case Study (100 points) (Due: TBA) (1.5, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.13,2.14, 3.1, 3.2, 3.3, 3.4, 4.3, 5.2, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 7.1, 7.2, 7.3, 7.4, 7.6, 8.2,9.1, 9.2, 10.1, 10.2, 11.1, 12.2, 12.4, 12.6, 12.7, 16.2)Select a child to work with at a specified grade level. You must keep a journal for each day youwork with the child. This will involve the use and analysis of: 1. Parent/teacher questionnaire

2. Flynt-Cooter Reading Inventory for the Classroom/DRA (Beginning and end ofsemester)

3. Student interest/learning styles inventory and student interview 4. Narrative classroom/student observation 5. Running Records classroom material

6. Writing Assessment: Writing Vocabulary, Dictation and/or independent writing sample, Monster Spelling Stage, Rubric

7. Word Test: Ohio Word Test, SORT, etc. 8. One other appropriate alternative test 9. 2-page summary

10. JOURNAL: Please take notes on things you notice each time you work with your child. There should be at least one entry per week.11. Interventions based on case study: During the 2nd half of the semester you will use your assessment data, analysis, and case summary to plan and implement interventions that

address your student's strengths and weaknesses. You will turn in 5 interventions, newdata, and reflections on each intervention.

2. Midterm Examination (100 points) (March 23) (1.1, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5,2.6, 2.7, 2.8, 3.1, 3.2, 3.3)

Take a midterm examination that contains multiple choice, matching, short answer, andscoring/analyzing of a running record.

3. Final Examination Project (100 points) (May 13) (3.4, 4.2, 4.3, 5.5, 6.2, 6.3, 6.4,6.5,6.6, 7.1, 10.1, 10.2, 12.2) On the day of the final, you will write a two-page summary about growth and concerns you observed based on these sessions.

4. Classroom Involvement PointsAn interactive format will be used during class sessions. Pre-service teachers will becomeactively involved in class activities as they collaboratively work together and investigateconcepts pertaining to reading assessment and prescription. Due to the interactive andcollaborative nature of daily class sessions, class involvement points will be awarded inthe course.A. Exploring the Internet, AOL, etc. (20 Points) (April 6) (4.3)

Locate information on the Internet that could be used by a teacher to developreading capabilities. Either provide a one page summary of the informationlocated on the Internet or print the page/pages. Be sure to provide the Internetaddress. I will bring all of the information to a copy center so that students canhave a chance to copy items which are of interest to them. You may also find

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places on the Internet that would be beneficial to children in your class. Beprepared to discuss the site during class.

B. Intervention Presentations (50 Points) (May 13) (2.11, 4.3, 4.4, 13.6, 14.1,16.1)Students will be placed in groups and assigned a specific area to reviewinformation and suggest specific interventions for an at-risk population. This willbe done in order to develop an understanding of individual differences in children.The group is to develop at least four activities which could be used with studentswho are experiencing reading/writing problems in the assigned area. Each groupwill give a 10 minute presentation on: 1. Describe the at-risk population youwere assigned; 2. Accommodations and modifications which could occur in theclassroom; 3. Suggested interventions.*Presentations are expected to be interesting and visual aides should be of highquality.*Possible topics:Dyslexia ADD/ADHD Phonemic AwarenessReading Fluency ESL Vocab. DevelopmentWord Recognition Accuracy Concepts About Print Language Delays504 Students Reading in Content Working with Paraprofessionals and support teachers (15.0 – 15.4)*Other topics may be approved by the Professor prior to presentation

5. Research Article/Summary and reaction (10 points) (May 4) (2.11, 4.4, 11.5,13.6, 14.1, 16.1)

6. Professional Interaction & Development (20 Points) (13.6)Interact with all members of the class in a professional manner while in theclassroom. Specific behaviors include: Being prompt; showing respect for theopinion of others; actively participating in discussions/activities; sharing personalknowledge; assisting partners in the development of end products; listening asothers speak; providing information about professional developmentopportunities; sharing information about participation in professionaldevelopment activities; and communicating information about commercialmagazines, journals, and material. (*Group Work*)

*If you are a qualified student with a disability seeking accommodations under theAmericans with Disabilities Act, you are required to identify yourself to the Office ofStudent Life, Room 203, Students Union .*If you have any needs or questions during the semester, PLEASE feel free to meet with me. Ihave high expectations for all of you. Therefore, I am willing to help you in any way possible. Ilove teaching, and want the best for you. But, I must be made aware of any extra help you mayneed.

Writing Style:Written work in this course must be APA style. An example of APA style for a journal or bookreference has been provided below:

Journal:

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Bracey, G. W. (1995, February). Reading Recovery: Is it effective? Is it cost-effective?Phi Delta Kappan, 493-494.

Book:Cazden, C.B. (1988). Classroom discourse: The language of teaching and learning.

Portsmouth, NH: Heinemann.

Knowledge Base for Course and Further Professional Growth:

Allington & Cunningham. (1994). Classrooms that work: They can all read and write.NY: Harper Collins College Publishers.

Bredekamp, S. & Rosegrant, T. (1995). Reaching potentials: Transforming earlychildhood, curriculum and assessment. Vol. 2. Washington, D. C.: National Association for theEducation of Young Children.

Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann.Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy

in the classroom. Richmond Hill, Ontario: Scholastic.Cazden, C. (1992). Whole language plus: Essays on literacy in the U. S. and New

Zealand. New York: Teachers College Press. Clay, M. (1975/1994). What did I write?: Beginning writing behavior. Portsmouth,

NH: Heinemann.Clay, M. (1993). An observation survey of early literacy achievement. Portsmouth, NH:

Heinemann Educational Books, Inc.DeFord, D., Lyons, C., & Pinnell, G. (Eds.). (1991). Bridges to literacy: Learning from

Reading Recovery. Portsmouth, NH: Heinemann.Dodge, D. T. (1992). The creative curriculum for early childhood. Washington, D. C.:

Teaching Strategies Inc., P.O. Box 42243; Washington, D. C. 20015.Dyson, A. H. & Genishi, C. (Eds.). (1994). The need for story: Cultural diversity in

classroom and community. Urbana, IL: National Council of Teachers of English.Graves, Donald. (1994). A fresh look at writing. Portsmouth, NH: Heinemann.Harwayne, S. (1993). Lasting Impressions. Heinemann.Ministry of Education. (1994). Reading in the junior class. Katonah, NY: Richard C.

Owens Publishers.Picciotto, L. P. (1993/1995). Managing an integrated language arts classroom. New

York, NY: Scholastic.Pinnell, G.S. (1996). Guided reading: Good first teachings for all children. Plymouth,

NH: Heinemann.Rigby. (1993). An introduction to the heart of a balance literacy program. Crystal Lake,

IL: Rigby. 1-800-822-8661Routman, R. (1994). Invitations: Changing as teachers and learners, K-2. Plymouth,

NH: Heinemann.Routman, R. (1988). Transitions: From literature to literacy. Plymouth, NH:

Heinemann.Smith, F. (1990). To think. New York: Teachers College Press.

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Stickland, D. & Morrow, L. M. (Eds.). (1989). Emerging literacy: Young children learnto read and write. Newark, DE: International Reading Association.

Tierney, R., Readence, J., & Dishner, E. (1990). Reading strategies and practices.Needlam Heights, MA: Allyn and Bacon.

TENTATIVE SCHEDULE EDUC 661: TOPICS AND ASSIGNMENTS

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Date Topic Assignments

Jan. 19 Course Overview/Balanced Literacy/Running Records GR 1-5 (72)

Jan. 26 -Overview of Assessment Portfolio-Questionnaires: (Parents and Students) Assess Physical, Social,Emotional, and Cognitive Factors-Running Records/Reading Strategies

OS 1-4 (40)

Feb. 2 -DRA-Flynt-Cooter-Guided Reading (Running Records and Retellings)

OS 5-7 (49)

Feb. 9 The Stages of Reading /Rubrics/ Running Records/Retellings

Feb. 16 MARDI GRAS HOLIDAY GR 6-8 (34)

Feb. 23 -Observation Survey Components-SORT, Others (Improving Reading Handbook)-Guided Reading, Working with Letters & Words, InteractiveWriting, Writing Workshop

GR 9-13 (77)

Mar. 2 -Leveling Books/Readability-Analysis and Interpretation of Data: Looking at Strengths andWeakness (Lower)-Correlates of Reading-Phases and Components of Reading Diagnosis

Mar. 9 -Analysis and Interpretation of Data: Looking at Strengths andWeakness (Upper), Study Guide for MIDTERM-Review forMIDTERM-Stages of spelling-Names Test/Analysis of Dictation with Monster

*Handout onLit. Circles

Mar. 16 -Accessing the Internet-Observing in a Balanced Literacy Classroom-Guided Reading, Working with Letters & Words, WritingWorkshop

Mar. 23 MIDTERM

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Mar. 30 EASTER HOLIDAY

Apr. 6 -Formal and Informal Assessment-Reading/Writing Connection/Interactive Writing-Looking at Early Intervention Programs

GR 14-15 (22)

Apr.12(MON.)

-Morning school visit to Loranger: Balanced LiteracyComponentsAt S.L.U.:-Dynamic Grouping/Meeting Children=s Needs ThroughBalanced Literacy-Diverse Learners in the Classroom: Inclusion, 504, Dyslexia,etc.-Looking at Your Assessment: Questions & Answers

Apr. 20 Analysis of district/school instructional programs (In classanalysis)

Apr. 27 -Alternate Assessment-More Running Records: Growth Over Time

May 4-Discussion and analysis of professional articles

May 13 INTERVENTION PRESENTATIONS: FINAL PROJECTDUE

March 19: Last day to resign from the University or withdraw from a class

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EDUC 664 - Content Area Reading and Study StrategiesDr. Karen Hicks-McCormick

Office hours: #205 T.E.C. Phone: W: 549-52418:30-9:00, 1:00-1:30 H: 624-8995(Mandeville)Monday - Thursday e-mail: khicks@selu.edu

Prerequisites: None.

Course description: This course will develop competencies in teaching reading incontent area subjects across the curriculum. Emphasis will be directed to teachingindependent strategies for vocabulary development, comprehension, writing, andstudy skills. Knowing and meeting the diverse needs of students will also beemphasized. (3 credit hours)

Required Textbooks:Hacker, D. (1998). A writer’s reference. Boston: Bedford.Readence, J., Bean, T., & Baldwin, R. (1998). Content area literacy: An

integrated approach. Dubuque, IA: Kendall/Hunt.A content area textbook from your major teaching field.

Optional Textbook:Hicks, K., & Simpson, P. (1998). Breaking reading barriers in grades four

to twelve: Twenty smashing strategies producing independent learners. Topeka,KS: Jostens.

Supplies: Highlighters, markers, Post-it notes, flip chart or laminated posters, andVis a Vis pens.

Course Objectives: By the end of the semester, students will:1. view the role of the content area teacher as a facilitator of independent reading and lifelong learning. (1.3, 5.3, 13.6, 2.4)2. understand the sociopsycholinguistic nature of the reading process. (2.9, 1.1,1.5, 1.6, 1.7. 2.8)3. assess the pupils’ reading and writing instructional needs. (4.2, 10.2)4. evaluate and match appropriate textbooks and literature books to meet

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students’ needs. (5.4, 12.4, 5.5, 2.12, 5.2)5. develop and implement interactive strategies and plans for teaching

vocabulary, comprehension, writing, and study skills. (2.13, 5.1, 6.4, 6.5, 6.6, 7.1,7.4, 8.1, 8.4, 9.1, 9.2, 9.3, 7.6, 12.1, 12.6, 13.3, 6.4, 6.5, 5.5, 5.6)

6. plan activities that engage and motivate their students. (3.4, 5.2, 12.1)7. use technology as an integral teaching tool for content area literacy. (5.1, 5.7,8.1, 12.4)8. reassess their personal philosophy of learning and teaching.9. plan activities that accommodate for cultural, linguistic, and ethnic diversity.

(1.2, 3.1, 3.2, 3.4)10. plan lessons that include an open-ended introductory question, clear goals,

instructional strategies, and assessment. (7.2, 7.3, 5.6, 4.3, 2.14, 3.1, 3.2)11. verbalize and apply strategies to aid morphemic analysis, phonetic cues,

syntactic cues, and semantic cues used during the reading/writing process. (1.1,2.8, 6.1, 6.3, 6.4, 6.5, 9.2, 9.3)

12. recognize the interrelationship of reading, writing, listening, and speaking.(2.5)

13. cite relevant research applicable to content area literacy. (1.6, 2.10, 2.11, 4.4,16.1, 14.1)

14. plan and teach individual and group instructional strategies focusing on averageand at-risk readers. (4.3, 6.6, 7.1, 7.2, 7.3, 7.4, 7.5, 8.4, 9.1, 9.2, 9.3, 12.2)

15.practice drafting, revising, and editing assignments using standard conventions of English. (7.6, 9.1, 9.2, 9.3)16.teach students a written structure appropriate for informational report writing.(9.1, 9.2, 9.3)17.break down the nonfiction text structure and sentence structure to aid comprehension. (7.5)18.model professional and ethical attitudes and behaviors. (13.6)19. apply good test taking strategies. (8.3, 8.5)

Attendance:Your presence is necessary for this very hands-on, experiential course.

Attitude and participation points will drop by two points for each absence beyondone. A grade of “A” cannot be earned by anyone missing more than one class inthis intense workshop setting without additional assignments.

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Accommodations:

If you are a qualified student with a disability seeking accommodationsunder the Americans with Disabilities Act, you are required to self-identify withthe Office of Student Life, Room 203, Student Union.

Assignments and Grading: (10% deducted for each day late)Practicum Teaching:Lesson plans (3) 9 pts.(Due the day before teaching by 1:30).Lesson reflections (3) 9 pts.(Due each teaching day by 12:00).Observation 10 pts.

Exams:Midterm 25 pts. (Objective & essayFinal Wrap-up 15 pts. (Open book)

Attendance:Attendance & participation 10 pts.

(Drop 2 points for each absence beyond one; drop 1 point for each tardy or forleaving early. Free discussion, inquiry, and expression is encouraged in this class.Classroom behavior that interferes with the ability of students to benefit frominstruction is not acceptable. This includes routinely entering class late or leavingearly, use of beepers, cellular phones, or other electronic devices; repeatedlytalking in class without being recognized; talking while others are speaking; orarguing in a way that is perceived as “crossing the civility line.”

Project:Written 12 pts.Articles 3 pts. (Minimum of 1 from Netscape & 1 ERIC)Oral presentation 5 pts.Handout 2 pts.

________TOTAL 100 pts

Practicum:The practicum component of this course will include lesson planning,

teaching a small group of high school students, and observations for four sessions.

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This federal program, “Upward Bound,” is geared to preparing high schoolstudents who will be first generation college graduates from lower socioeconomicareas. The topics for each session include the following: assessment, vocabularydevelopment, comprehension, and writing.

Research Project:Read and present a minimum of three articles from professional journals which

relate to one component of content area reading. At least one should be from Netscapeand at least one should be from an ERIC type of service. The day of the midterm, turnin a xeroxed copy of the articles with an index card stapled to the front withbibliographical information and brief points of each. (See textbooks for a goodbibliography on one of these topics: vocabulary, comprehension, writing, technology,assessment, portfiolios, integration of literature, study skills related to content areareading, or ESL instruction in the content areas).

The written project and bibliography should summarize what you learnedabout this topic and your reaction to it. Supportive research would be excellent.The oral presentation should include a strategy we have learned and last about 30minutes with time for questions. The handout should be practical and relevant topracticing teachers.

Use APA style format for all written work. (See Hacker text).

Bonus Credit:One bonus point will be awarded to the final average to students who write

one practicum session’s experience. These will be combined into a joint articleand submitted to a professional journal.

Grading scale:94 - 100 A86 - 93 B78 - 85 C 70 - 77 DBelow 70 F

Tentative Calendar:Week 1: Overview & assessmentJune 9: Introduction & syllabus

Cambourne Learning Conditions

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#1 - Rationale for content area literacy #2 - Reading process

June 10: #3 - Evaluation & introduction of textbooks #4 - Assessment, p. 107-110 - Interest surveys

June 11: June 8: #5 - Unit & lesson planning #7 – Vocabulary

Week 2: Vocabulary strategiesJune 14: #7 – VocabularyLesson plan due by 1:30.June 15: #6 - Literature & content literacy #2 - Language, culture, diversity, &reading process. Practicum 10:15-11:15: Assessment. Turn in reflection bynoon.June 16: #8 – Comprehension. . Lesson plan due by 1:30.June 17: 3 articles due for project.Practicum 10:15-11:15: Vocabulary. Turn in reflection by noon.

Week 3: Comprehension strategies & midterm examJune 21: #9 - Comprehension. Review for midterm. Lesson plan due by 1:30. June 22: #11 Study skills. Midterm.June 23: Go over midterm exam.Practicum 10:15-11:15: Comprehension. Turn in reflection by noon.Drop date for Term I workshops.June 24 : #10 - Writing & Presentations.

Week 4: Writing & PresentationsJune 28: #10 - Writing & Presentation of Research Projects.June 29: Technology in MAC Lab & Presentations. Review for final.June 30: Presentation of Research Projects. Final summation. Bring a stampedenvelope.Lesson plan due by 1:30. July 1: Presentation of Research Projects. Practicum 10:15-11:15: Writing. Turn inreflection by 12:00.

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EDUC 664 - Knowledge BaseDr. Karen Hicks-McCormick

Atwell, N. (1987). In the middle. Writing, reading, & learning withadolescents. Portsmouth, NH: Heinemann.

Graham Baltas, J., & Nessel, D. (1999). Easy strategies & lessons that buildcontent area reading skills. New York: Scholastic.

Johns, J., VanLeirsburg, P., & Davis, S. (1994). Improving reading, ahandbook of strategies. Dubuque, IA: Kendall/Hunt.

Kellough, R. (1996). Integrating language arts & social studies. EnglewoodCliffs, NJ: Prentice-Hall.

Hacker, D. (1995). A writer’s reference. Boston: Bedford.Hicks, K., & Simpson, P. (1998). Breaking reading barriers in grades four

to twelve: Twenty smashing strategies producing independent learners. Topeka,KS: Jostens.

Moore, D., Moore. S, Cunningham, P., & Cunningham, J. (1994).Developing readers & writers in the content areas K - 12. White Plains, NY:Longman.

Readence, J., Bean, T., & Baldwin, S. (1995). Content area literacy, anintegrated approach. Dubuque, IA: Kendall/Hunt.

Ruddell, M. (1993). Teaching content area reading & writing. NeedhamHeights, MA: Allyn & Bacon.

Samuels, J., & Farstrup, A. (1992). What research has to say about readinginstruction. Newark, DE: International Reading Asso.

Spafford, C., & Grosser, G. (1996). Dyslexia, research & resource guide.Needham Heights, MA: Alllyn & Bacon.

Tierney, R., Readence, J., & Dishner, E. (1990). Reading, strategies, &practices. Needham Heights: Allyn & Bacon.

Vacca, R., & Vacca, J. (1989). Content area reading. Glenview, IL: ScottForesman.

VanTassel-Baska, J., Johnson, D., & Boyce, L. (1996). Developing verbaltalent. Ideas & strategies for teachers of elementary & middle school students.Needham Heights MA: Allyn & Bacon.

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EDUC 664 - Lesson PlanName_____________________ Date__________________Assignment: Intro/Vocab./Comprehension/WritingGrade level:_________ Topic:_________________

Content objective: By the end of this session, tsw ____________________________________________________________ aeb _________________.

Strategy objective: By the end of this session, tsw_______________________________________________________aeb __________________.

Resources/materials: Text: ___________________________Outside textbook:_______________________________________Other:

Procedures/learning activities:

Before reading:

During reading:

After reading:

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Assessment:Reflection (after teaching):

Strengths of this lesson:

Weaknesses of this lesson:

Ways I can improve next time:

I will remember to do/say this next time:

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Syllabus -- EDUC 665 Elementary Levels/EDUC 666 Middle/Secondary Levels--Practicum in Reading

Instructor: Julie Lester Room 233-TECOffice Hours: 8-9 MTWT Phone: (504) 549-5271, (504) 294-3005-H

Course Description: Credit 3 hours. Prerequisites: EDUC 657 & EDUC 661(elementary) or EDUC 658 and EDUC 661 (middle/secondary). An advancedlaboratory course designed to give practice in developmental readingtechniques appropriate to elementary/middle-secondary students. Experiencesare provided in diagnosis, instructional planning for remediation, ongoingevaluation of reading progress, communication with parents, and the use ofauthentic literature. Writing will also be stressed as a way to reinforcereading abilities.

Textbooks:Clay, M. (1993). An observation survey of early literacy achievement.

Portsmouth, NH: Heinemann. (optional)Hagerty, P. (1992). Readers' workshop: Real reading. NY: Scholastic.

(optional)Leslie, L., & Caldwell, J. (1990). Qualitative reading inventory, QRI-

II. USA: Harper & Collins. (required)

Course Objectives: The student will

1. Observe and assess the reading process.(1.1, 1.3, 1.6, 1.7, 2.1, 2.2,2.3, 2.4, 2.5, 2.7, 2.8, 2.14, 3.3, 4.1, 4.2, 7.5, 7.6, 10.1, 10.2, 11.5,12.5, 12.7)2. Design and implement individualized strategy lessons that build uponreaders' strengths and assist in overcoming weaknesses.(1.2, 1.5, 1.6, 1.7,2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.13, 3.1, 3.3, 3.4, 4.3, 5.5, 6.1,5.2, 5.3, 6.4, 6.5, 6.6, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 9.1, 9.2,9.3, 10.1, 10.2, 12.1, 12.2, 12.4, 12.7, 16.3)3. Find and develop appropriate reading materials.(1.3, 1.5, 1.6, 1.7, 2.2,2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.12, 3.1, 3.4, 4.3, 5.1, 5.2, 5.4, 7.1, 12.2,12.4, 12.7)4. Facilitate positive attitudes, self-direction, self-control, and self-motivations among students as language learners.(1.3, 1.5, 1.6, 1.7, 2.2,2.3, 2.4, 2.5, 2.6, 2.8, 2.13, 3.2, 5.1, 5.5, 6.1, 6.2, 6.3, 6.5, 6.6, 7.3,7.4, 8.1, 11.3, 13.6)5. Communicate with parents, students, and teachers in a variety ofcontexts.(1.7, 2.9, 3.1, 5.8, 10.1, 11.1, 11.2, 11.3, 11.4, 13.1, 16.3)6. Role model enthusiastic reading attitudes and behaviors.(1.4, 1.7, 2.5,5.3, 5.5, 7.1, 7.2, 8.1, 8.2, 8.3, 8.4, 10.1, 11.3, 13.6)7. Apply current reading philosophies in a variety of instructionalcontexts. (1.6, 2.10, 3.5, 4.3, 4.4, 11.3, 14.1, 16.1)8. Reflect on students' learning experiences. (1.3, 1.5, 1.6, 2.7, 3.1,3.2, 7.3, 14.2, 16.2)9. Experience alternative approaches to teaching reading.(1.6, 2.12, 3.1,3.5, 4.3, 11.2)10. Incorporate writing and speaking into reading lessons.(1.6, 2.1, 2.3,2.4, 2.5, 2.6, 2.13, 5.5, 6.4, 6.5, 7.1, 7.2, 9.1, 9.2, 9.3)11. Plan and provide a literate environment including activities,instructional strategies, materials, media, etc., which encourages literacy

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learning for all students, regardless of ethnic background, gender, ordisabilities. (1.2, 1.3, 1.5, 1.6, 1.7, 2.3, 2.4, 2.5, 2.6, 2.9, 2.12, 2.13,3.1, 3.2, 5.1, 5.4, 8.1, 10.2, 12.1, 12.2, 12.4)12. Integrate technology into lesson design. (2.13, 5.7, 8.1, 12.4)

Course Requirements:Points

Pre-test evaluation and case study construction 60Post-test evaluation and case study construction 60Daily written lesson plans* 50Observations of teaching 70Daily reflections, anecdotal records, checklists 50Complete final written summaries for parents

Pre- and post-test results)** 60Program/Technology project/Duty/Related tasks 50Total Points Possible 400* Place in a folder in an organized, labeled manner.Syllabus, EDUC 665, Summer ’99, J. Lester, page 2

** Reports to parents should indicate progress experienced in regard toassessment results, etc. These should be prepared in a professional mannersuitable for distribution to parents.

Grading: 93+ A, 92-85 B, 84-77 C, 76-69 D, 69- F

Writing Style: APA--Appropriate language mechanics required on allassignments.

Attendance: Required at all practicum sessions including pre- and post-meetings.

Free discussion, inquiry, and expression is encouraged in this class. Classroombehavior that interferes with either (a) the instructor’s ability to conduct the classor (b) the ability of students to benefit from the instruction is not acceptable.Examples may include routinely entering class late or departing early; use ofbeepers, cellular telephones, or other electronic devices; repeatedly talking in classwithout being recognized; talking while others are speaking; or arguing in a waythat is perceived as “crossing the civility line.” In the event of a situation where astudent legitimately needs to carry a beeper/cellular telephone to class, prior noticeand approval of the instructor is required. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -Tentative Class Schedule

Note: Wednesday, July 7th, is the last day to resign from the University orwithdraw from regular classes. Wednesday, July 21st, is the last day toresign from Term II classes.

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"If you are a qualified student with a disability seeking accommodations under theAmericans with Disabilities Act, you are required to self-identify with the Officeof Student Life, Room 203, Student Union."

June 21 - Pre-practicum Meeting

22-July 2 - Test all students and interpret results

July 7 - First day of class: introduction, syllabus, evaluatecase studies, assessment questions, process writing,content area reading, other strategies and activities,group discussions for teaching, multisensory instruction,discuss student groupings,technology project inservice

8 - Group students, evaluation checklists, anecdotal records(RW, pp. 21-23), lesson plan format, Readers' Workshop,pre-test case studies due (including assessment forms andnarrative prescriptions), duty days, discuss post-testingand program (see Program Note), lesson plans for first weekwith individual student goals due, final class preparations

12-27 - students attend reading program

28-29 - course wrap up/final exam—peer review

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Syllabus, EDUC 665, J. Lester, page 3

Summary of Course Activities

1. Pre-test evaluation and case study construction (60 points) (1.1, 1.6,1.7. 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.14, 3.3, 3.4, 4.1, 4.2, 10.2,11.5, 12.5, 12.7)Contact parent to make a pre-assessment appointment. Complete the followingassessments for each student assigned to you:Reading Interview Attitude & Interest SurveyObservation Notes Word ListsListening Assessment Comprehension Silent ReadingsTaped Oral Reading Assessment Writing Sample

2. Post-test evaluation and case study construction (60 points) (1.1, 1.6,1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.14, 3.3, 3.4, 4.1, 4.2, 4.4,7.5, 7.6, 10.2, 11.5, 12.5, 12.7, 13.6, 14.2)An integration of the main points from the pre-test evaluation and case studyinformation and the information gained from the summer reading programactivities and interaction and post-test results.

3. Daily written lesson plans (50 points) (1.2, 1.3, 1.4, 1.5, 1.6, 1.7,2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.12, 2.13, 2.14, 3.1,3.2, 3.3, 3.4, 3.5, 4.3, 5.7, 8.1, 10.2, 11.2) Must be turned in prior to Monday of each teaching week.

4. Observations of teaching (70 points) (1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7,2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.12, 2.13, 2.14, 3.1,3.2, 3.3, 3.4, 3.5, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 6.1, 6.2, 6.3, 6.4,6.6, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3 8.4, 9.1, 9.2, 9.3, 10.2, 11.1, 12.2,12.4, 12.7, 13.6, 14.1, 16.1)

Observations will be based on the teacher’s ability to demonstrate knowledgeof/understanding of the:

reading processrole literacy plays in comprehensionprinciples of language developmentdifferences among learners, including competencies, cultural/ethnic backgrounds, socioeconomic status, and gendercauses/diagnoses of reading and writing difficultiesindividual/group interventionsappropriate reading materials that meet individual student needsuse of a variety of materialsliteracy-rich environmentstrategies that enhance literacy competencies (pre/during/post reading)parental involvement to support reading/writing developmentprofessional behavior

5. Daily reflections, anecdotal records, checklists (50 points)Each day a reflection sheet will be completed by each teacher noting lessonstrengths, weaknesses, plans for improvements, changes, unexpected factors,etc. (1.1, 1.3, 1.4, 1.7, 2.7, 2.14, 3.5, 11.1, 11.2, 12.5, 14.2, 16.2)

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6. Final written summaries for parents (60 points) (1.3, 1.6, 1.7, 2.1, 2.2,2.3, 2.4, 2.5, 2.6, 2.7, 2.8. 2.14, 3.3, 3.4, 4.1, 4.2, 4.4, 5.8, 10.2, 11.1,11.4, 11.5, 12.5, 12.7, 13.6, 14.2)A summary report of the pre-assessment information, interaction with thestudent during the program, and the post-assessment information. Written sothat parents can understand the evaluation and thesuggestions/recommendations for continued work with the child to support andenhance literacy competencies.

7. Program/Technology project/Duty/Related tasks (50 points) (1.3,1.4, 2.13, 3.1, 11.2, 13.6)A program for parents and guests will be presented on the last day ofclass that showcases student literacy accomplishments. At least onetechnology project must be included for each student. Duty assignmentswill be shared as well as other classroom tasks that need attention.

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Supplementary Resources:

Cheek, E. H., Jr., Flippo, R. F., & Lindsey, J. D. (1997).Reading for success in elementary schools. Madison, WI: Brown &Benchmark Publishers.

Collins, M. D., & Cheek, E. H., Jr. (1993). Diagnostic-Prescriptive reading instruction: A guide for classroom teachers (4thed.). Madison, WI: Brown & Benchmark Publishers.

Heibert, E. H., & Raphael, T. E. (1998). Early literacyinstruction. New York: Harcourt Brace College Publishers.

Johns, J. L. (1994). Basic reading inventory (6th ed.). Dubuque,IA: Kendall/Hunt Publishing Company.

Johns, J. L., VanLeirsburg, P., & Davis, S. J. (1994). Improvingreading: A handbook of strategies. Dubuque, IA: Kendall/Hunt PublishingCompany.

Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J. W.(1998). Developing readers and writers in the content areas K-12. New York:Longman.

Sucher, F., & Allred, R. A. (1981). The new Sucher-Allred readingplacement inventory. Oklahoma City: The Economy Company.

Tierney, R. J., & Readence, J. E. (2000). Reading strategies andpractices: A compendium (5th ed.). Boston: Allyn & Bacon.

II. Journals

Educational LeadershipJournal of Adolescent and Adult LiteracyJournal of Literacy ResearchReading: Exploration and DiscoveryReview of Educational ResearchThe Reading Teacher

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Syllabus - EDUC 675 I & IISpecial Topics in Elementary Education

EARLY LITERACY INITIATIVE PROJECTA Professional Development Opportunity for Teachers in Grades K-3

Dr. Cynthia B. Elliott, Project Director_____________________________________________________________________________

Office: TEC Room 224Phone: Office: (504) 549-5269 Home: (504) 343-6900E-Mail: celliott@selu.eduOffice Hours: By Appointment

Course Description: Credit 6 hours. An intensive examination of issues relevant to early literacy education and schools througha professional development opportunity for teachers in grades K-3 designed to help teachers improved student literacyachievement by improving teaching and learning. This course was developed in support of the Louisiana Early LiteracyInitiative in achieving the goal of helping all children read by third grade. (1.1, 13.1)

This year-long course will address: results-driven education which focuses on developing an understanding of whatstudents need to know and be able to do; application of systems thinking which recognizes the importance ofadministrative support for understanding the complex, interdependent relationships among the various parts of a system;and constructivist teaching which will be best learned through ongoing, constructivist professional development. The

Early Literacy Initiative Project places an emphasis on:• instituting a school-focused approach to professional development in which annual school improvement objectives

are delineated in a 3-5 year plan for student and school success (Elliott, 1995)• determining what students need to know and be able to do in planning the content regarding the knowledge, skills,

and attitudes required of educators if students achieve rigorous and high standards (LDE, 1997) (1.2)• providing opportunities for multiple forms of job-embedded learning such as coaching, observing peers, reflective

journal writing, action research, and study groups or small-group problem solving, and electronic chat groups asfollow up to the summer institute training, and

• providing specific content knowledge regarding literacy acquisition. A deeper understanding of both the academicdiscipline (i.e., the reading process, phonemic awareness, cueing systems, cognitive processes, etc.) and ofpedagogical approaches (i.e., teaching for strategies, guided reading, interactive writing, etc.) for early literacyteaching and learning will be explored. (1.1)

Required Texts:Dorn, L.J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions in reading and writing. Stenhouse.Fountas, I. & Pinnell, G. (1996). Guided reading, Good first teaching for all children. Portsmouth, NH: Heinemann.McCracken, M. & McCracken, R. (1996). Spelling through phonics (2nd ed.). Winnipeg, Manitoba: Peguis Publishers.

Supplementary Text and Resources:Avery, C. (1993). And with a light touch. Portsmouth, NH: Heinemann.Beaver, J. (1997). Developmental reading assessment resource guide. Glenview, IL: Celebration Press.Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.Clay, M. M. (1979). Stones - the concepts about print test. Auckland: Heinemann Educational Books.Fisher, B. (1991). Joyful learning. Portsmouth, NH: Heinemann.Fraser, J. & Skolnick, D. (1994). On their way: Second graders as they read and write (teacher to teacher). Portsmouth,

NH: Heinemann.Moustafa, M. (1997). Beyond traditional phonics. Portsmouth, NH: Heinemann.Routman, R. (1994). Invitations. Portsmouth, NH: Heinemann.Strickland, D. (1998). Teaching phonics today: A primer for educators. Newark, Delaware: International Reading

Association.

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Patterson, L., Santa, C.M., Short, K., & Smith, K. (1993). Teachers are researchers: Reflection and action. Newark, Delaware:International Reading Association.Developmental Reading Assessment, Celebration PressEarly Literacy Library CollectionsMaking Words Packet, SLU Early Literacy Initiative

Additional Readings:Articles or book chapters will be suggested to support class discussion and on-going professional development and to enhanceyour ability to design and implement an effective early literacy instructional program in your classroom. Access to thesereadings/resources will be made available to students.

Course Objectives: Upon completion of the course, the project participant should be able to demonstrate knowledge of earlyliteracy teaching and learning principles through a balanced literacy program by:

1. Administering and interpreting a variety of assessment tools for observing early reading and writing behaviors and studentprogress over time. (9.1, 9.2, 9.3, 4.2, 11.1, 12.5, 10.1, 10.2)

2. Planning instruction based on student performance data collected throughout the academic year. (12.5, 12.6, 10.1, 10.2, 4.3)

3. Developing lesson plans which address the Louisiana English Language Arts Content Standards through a balanced literacyapproach. (12.6, 9.1, 9.2, 9.3, 7.1 – 7.6, 6.1 – 6.6)

4. Applying research-based principles of early literacy learning and teaching to the classroom setting. (14.1, 11.5, 4.1, 4.4)

5. Designing and implementing an effective early literacy program based on classroom observations, current research,continuous assessment, and reflective practice. (8.1 – 8.5, 9.1, 9.2, 9.3, 7.1 – 7.6, 6.1 – 6.6, 10.1, 10.2, 14.1, 11.1, 11.3,

6. Reflecting upon personal theory of the reading process and teaching practices. (1.1, 1.5, 16.2, 12.1)

7. Implementing instructional practices that support a balanced reading and writing program of “good first teaching” (e.g.,guided reading, interactive writing, teaching for reading strategies, phonics, etc.) in the classroom setting. (5.2 – 5.7, 9.1,

8. Participating in job-embedded, professional development structures (i.e., action research, study groups, electronicmentoring, electronic cooperative learning, instructional networking, etc.) (14.2, 16.1, 16.2, 16.6, 11.5)

9. Drafting a school literacy plan to address the needs of the students and teachers/staff. (16.3, 16.6, 12.5)

10. Establishing and utilizing a school literacy management team in your school. (11.2, 11.4, 16.3, 16.6, 12.3, 12.5)

11. Establishing and maintaining an Early Literacy Library in your school. (16.3, 16.6)

12. Extending knowledge by participating in professional conferences and presentations. (16.1, 16.4, 16.5, 16.6, 16.8, 11.5,11.4)

13. Planning and conducting grade level or school-based professional development opportunities. (15.1, 15.3, 16.6, 11.2, 11.4)

14. Designing, conducting, and reporting a classroom action research project linking literacy teaching and learning with studentachievement. (14.3, 16.2, 16.7, 16.3, 12.5, 10.1, 10.2, 11.5)

15. Hosting a Family Literacy Night in your school. (16.6, 11.3, 5.8)

Course Requirements:1. Attendance and Participation. It is expected that each student will read all materials. Students should attend all institute

sessions and follow-up meetings during the academic year, be on time and do not leave early. Students should beconstructive learners and active participants throughout the course of the project year. Participant data collection during theproject and end-of-year student data collection are required, as is completion of all project activities. (100 points possible -70/30 Fall/Spring)

2. Reflection Journals. A Reflection Journal should be maintained though the project and should be available during yourmodeling of writing in your classroom. Reflections on one's current practice, changing paradigms, new understandings, and"wonderings" should be included. A focus for the journal may be one of the data sources for your action research project.Be prepared to share your journal with others or with the professor/site coordinator during the project. (50 points possible -25 per semester) (16.2)

3. Teaching Reflection Critiques. Using video critique guide, reflect on your teaching and theory of how children learn toread and write and your past/current teaching practice using the video taped lessons. (60 points possible - 40/20 Fall/Spring-3 critiques - two copies due for each video critique) (16.2, 12.5)

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4. School Literacy Plan. A written school literacy plan addressing the needs of the students and teachers/staff will be draftedduring the summer institute and refined with other colleagues at your school during the school year. Goals, objectives, andactivities planned will be based on student and school data. The plan will include an activity for school restructuring to meetgoals and objectives. (50 points possible/Fall - two copies per school team due) (12.5)

5. Early Literacy Library. Discussion and development of an early literacy library will be initiated during the summerinstitute with ongoing use and maintenance for K-3 classrooms during the project year. Extension of the library resourceswill be encouraged. (40 points - 20/20 Fall/Spring) (16.3, 16.6)

6. Content Standards-Based Lesson Plans. Development of English Language Arts Content Standards lesson plans will befostered during the summer institute. These lesson plans will focus on standards, benchmarks, and curriculum developmentfor improving student learning through components of a balanced literacy program. (50 points/Fall) (12.2)

7. Action Research Project. This job-embedded structure will provide opportunities for individual or group study focusingon areas of interest related to the teaching/learning process in the classroom. The project must be 1) within the teachers’scope of influence, 2) clearly defined, and 3) focused on teaching in relation to student learning based on assessment.Considering the implementation of a balanced literacy program within your classroom, explore, implement and refineliteracy practices and the underlying theoretical principles supporting “good first teaching” for literacy acquisition. Thesepractices/ principles that evidence theory into practice will be discussed and demonstrated in class. A research plan (25points) and draft (25 points) will be developed and submitted to the site coordinator. An action research report (150 points)will document the project. (200 points- 25/175 Fall/Spring- 2 copies required) (16.2, 14.3, 12.5, 10.1, 10.2, 16.7)

8. Family Literacy Night. Fostering understanding for parents and community regarding literacy learning and teaching willbe achieved through the Family Literacy Night. The literacy event will be planned by teachers and conducted in the school.Family Literacy Night description and plan must be submitted and discussed with the site coordinator.

(50 points /Fall)

9. School In-Service Presentation. Plan and conduct a faculty or grade-level professional development meeting regardingsome aspect of literacy teaching and learning. The plan for the in-service must be submitted and discussed with the sitecoordinator. (50 points/Spring)

10. Conference Presentation. Plan and conduct a conference presentation regarding some aspect of literacy teaching andlearning. Plan for the presentation must be submitted and discussed with the site coordinator. Project participants will havethe opportunity to present at the Louisiana Reading Association in November or at the Early Literacy Informational Seminarat Southeastern Louisiana University in February. (50 points/Spring)

Course Evaluation:Evaluation will be based on the above assignments and meaningful participation in the summer institute and throughout theproject year. If you wish to drop the course, you must follow the proper procedures. The professor will not drop the course foryou. Assignments turned in late will not be accepted unless prior approval has been made by the project director or the sitecoordinator.

Class participation, evidence of readings 100Reflection Journal 50Teaching Reflection Critiques 60School Literacy Plan 50Early Literacy Library 40Content Standards-Based Lesson Plans 50Action Research Project 200Family Literacy Night 50School In-Service Presentation 50Conference Presentation 50

________ 700 points possible (335/365 Fall/Spring)

Grading Scale:

A 100-91%B 90-81%C 80-71%D 70-61%F 60%-below

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Graduate Pass/Fail Option: Graduate students may take this course for Pass/Fail credit provided that they complete the properform by the end of the first week of classes. A "P" grade is given only if the student has earned a "C" or better in the course. Thecourse may not be used towards a degree if you sign up for this option.

I reserve the right to adjust this schedule as I deem it appropriate. I will alert you within a reasonable amount of time if changesare made.

If you have some type of disability see me by the second class period.

Reference List:

Avery, C. (1993). And with a light touch. Portsmouth, NH: Heinemann.Barbour, N. & Seefeldt, C. (1993). Developmental continuity across preschool and primary grades. Wheaton, MD:

Association for Childhood Educational International.Beaver, J. (1997). Developmental reading assessment resource guide. Glenview, IL: Celebration Press.Berk. L. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education.

Washington, DC: NAEYC.Bolton, F. & Snowball, D. (1993) Ideas for spelling. Heinemann.Cambourne, B. (1988). The whole story. Auckland: Ashton Scholastic.Clay, M.M. (1993). An observation survey of early literacy achievement. Porstmouth, NH: Heinemann._____ (1991). Becoming literate: The construction of inner control. Heinemann_____ (1979). Stones - the concepts of print test. Auckland: Heinemann._____ (1979). Sands. Heinemann.Cunningham, Patricia M. (1995). Phonics they use (2nd ed.). New York: Harper Collins College PublishersCunningham, P. M. & Allington, R. L. Classrooms that work: They can all read and write. Harper Collins College

Publishers.DeFord, D., Lyons, C., & Pinnell, G. (1991). Bridges to literacy. Heinemann.Dept. of Ed. (1990). Reading in junior classes. New Zealand.Dorn, L.J., French, C., & Jones, T. (1998). Apprenticeship in literacy: Transitions in reading and writing. Stenhouse.Eggleton, J. (1990). Whole language evaluation: Reading, writing, & spelling.

Wright Group.Fisher, B. (1991). Joyful learning. Portsmouth, NH: Heinemann.Fountas, I. & Pinnell, G. (1996). Guided reading, Good first teaching for all children.

Portsmouth, NH: Heinemann.Fraser, J. & Skolnick, D. (1994). On their way: Second graders as they read and write (teacher to teacher). Portsmouth,

NH: Heinemann.Holdaway, D. (1979). Foundations of early literacy. Ashton-Scholastic._____ (1972). Independence in reading: A handbook on individualized procedures.Lyons, C., Pinnell, G., & DeFord, D. (1993). Partners in learning. Teacher's College.Manteca Unified School District. (1996). Good first teaching and balanced reading and writing program. Manteca, CA.Massam, J. & Kulik, A. (1986). And what else?. Wright Group.McCracken, M. & McCracken, R. (1996). Spelling through phonics (2nd ed.). Winnipeg, Manitoba: Peguis Publishers.Moustafa, M. (1997). Beyond traditional phonics. Portsmouth, NH: Heinemann.Patterson, L., Santa, C.M., Short, K., & Smith, K. (1993). Teachers are researchers: Reflection and action. Newark,

Delaware: International Reading AssociationRoller, C. M. (1996). Variability not disability: Struggling readers in a workshop classroom. Newark, Delaware: IRA.Routman, R. (1991). Invitations. Heinemann._____ (1988). Transitions from literature to literacy. Rigby.Strickland, D. (1998). Teaching phonics today: A primer for educators. Newark, Delaware: International Reading

Association.The Story Box Level 1 Teacher Guide. (1990). Wright Group.

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Summer Institute Activities

1. Pre-Course Assessment2. Knowledge Grid – Reading Content, Pedagogy & Assessment of Learner3. Building a Literate Environment4. Theories and Conditions of Learning5. Components of a Balanced Literacy Program6. Literature Extensions7. Assessment – Running Records of Oral Text Reading, Observation Survey, Student Writing, Dictation/Spelling Task,

Proofreading Task, Developmental Reading Assessment8. Assessment – Portfolios & Rubrics9. Reading Process and Reading Behaviors (cue systems, strategies, etc.)10. Read-Alouds, Shared Reading, Guided Reading – Video Vignettes11. Teaching for Cognitive Strategies (cognitive processes, retelling, etc.)12. Research: Theory into Practice - Snow/Teacher Effectiveness, Cylmer/Phonics Generalizations, etc.13. Strategies for Writing/Spelling14. Interactive Writing / Reading-Writing Reciprocity15. Literature Circles in the Classroom (Caldecott & Newbery Displays, Early Literacy Library, etc.)16. Professional Literature Circles17. Professional Literature Presentations18. Phonemic Awareness – General Principles19. Spelling Through Phonics20. Grade Level Meetings21. Classroom Organization & Management22. Writing Process (process defined, engagement as writers, etc)23. Technology Infusion into Curriculum – software, internet, etc.24. Balanced Literacy Video/Discussion25. Making Words Lesson26. Book Introductions27. School Team Time – School Literacy Plan, Book Selection, Family Literacy Night28. Meeting Needs of Diverse Learners (ethnicity, cultural, linguistic, etc.)29. Multiple Intelligences30. Guided Reading Demonstration31. Literacy Centers & Other Opportunities for Independent Practice in the Classroom32. Action Research Panel Discussion33. Action Research – Getting Started34. Using Benchmark Books in the Classroom35. Administrators Day36. Apprenticeship Literacy37. Results-Driven Literacy Program38. Characteristics of Gradient Text Levels & Leveling Books39. Bookmaking by Gradient Text Levels40. Baskets of Knowledge41. Content Standards (state level, discussion, use in lesson plans, etc.)42. Professionalism Presentation (NBPTS certification, teaching standards, etc.)43. End-of-Institute Survey

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Infusion of Technology into the CurriculumEDUCATION 676 (01)

INFUSION OF TECHNOLOGY IN THE CURRICULUMFall 2000

INSTRUCTOR: Willie Ennis, III , Ph.D. E-MAIL: ennis@selu.eduOFFICE #: Room 225 TECOFFICE TELEPHONE #: 549-5262(0ffice) /5713(Dept. Ofc.)OFFICE HOURS: Monday 11:00 p.m. - 2:00 p.m.

Tuesday 11:00 a.m. - 2:00 p.m.Wednesday 3:00 p.m. - 5:00 p.m.Thursday 11:00 p.m. - 2:00 p.m.Friday RESEARCH

**Note: All appointments must be scheduled. This should be done to ensure thatI'm not only in the office when you need to see me, but also available to addressyour concerns.

REFERENCE TEXTS: Roblyer. (1997). Integrating Educational Technology IntoTeaching. Prentice Hall Publishers.

Shelly, G. B., Cashman, T. J., Gunter, R. E., Gunter, G. E. (1999).Teachers Discovering Computers: A Link to the Future .

International Thompson Publishing.

NETS Booklet

COURSE DESCRIPTION:

This course will provide students with current information on the latest developments in technology. The course’s primary focusis on the infusion of technology into the curriculum for the purpose of improving student achievement across all subject areas.(3 credit hours)

OBJECTIVES:

As a result of your participating in class discussion, thoughtful questioning,completing all assigned laboratory assignments, and reading of all assignedmaterials; you should be ale to:

1. identify the sources of information for evaluating technology; (12.4)2. describe the considerations and tools used to evaluate software applications; (12.4)3. write lesson-based activities that address the ISTE/NETS standards for students; (5.7, 8.1, 12.4, 13.6)4. list and explain the key criteria used to evaluate web resources; (12.4, 13.6)5. describe the tools for evaluating the effectiveness of technology; (5.7, 8.1, 12.4, 14.1)6. describe the methods used to evaluate student projects; (12.4, 14.1)7. identify the different technology integration strategies by classroom layout; (5.7, 12.4, 13.6, 14.1)8. define and describe the value of a curriculum page; (5.7, 8.1, 12.4, 12.6, 13.6, 14.1)9. describe ways to integrate technology into specific curriculum subject areas; (5.7, 8.1, 12.4, 14.1)10. identify possible sources of funding for classroom technology; (8.1, 14.1, 15.3)11. relate learning theories and technology infusion models to the infusion of technology in schools; and (5.7, 12.4,

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13.6, 14.1)12. explain how technology can be used effectively with learning disabled, gifted, and culturally diverse student

populations. (5.7, 12.4, 13.6)

REQUIREMENTS: You should:

1. read all assigned materials before they are discussed in class;2. complete and turn in all assignments when due, unless otherwise cleared by the instructor, (AS A RULE, I DO NOT ACCEPT LATE WORK!);3. be personally responsible for work missed during the course of the semester particularly if you have no official excuse for your absence;4. evaluate a software or selected software programs using a predescribed format;5. participate in class discussion;6. successfully complete the Final examination; (THIS EXAMINATION IS

COMPREHENSIVE. MAKE-UPS WILL NOT BE GIVEN UNLESS OTHERWISE CLEARED BY THE INSTRUCTOR), and7. have an e-mail account either here on campus or at home (e-mail is required).

TENTATIVE ASSIGNMENT LIST AND GRADING

GRADING: GRADING SCALE:The Rubricator (12.4)Lesson Plan Format (5.7, 8.1, 12.4, 12.6, 13.6, 14.1) 95% = AEvaluating Internet Resources (12.4, 13.6) 85% = BDigital Photography (5.7, 8.1, 12.4, 14.1) 75% = CEvaluating Student Projects (12.4) 65% = DIntegration Strategies (5.7, 8.1, 12.4, 13.6) 59% - below = FWord Processing (5.7, 8.1, 12.4, 13.6)Spreadsheet (5.7, 8.1, 12.4, 13.6)Databases (5.7, 8.1, 12.4, 13.6)E-Mail (5.7, 8.1, 12.4, 13.6)Creating Curriculum Pages (5.7, 8.1, 12.4, 12.6, 13.6, 14.1)Graphic Organizers (5.7, 8.1, 12.4, 14.1)Software Evaluation (Number to be determined by the instructor) (5.7, 8.1, 12.4, 14.1)Web Scavenger Hunt (5.7, 8.1, 12.4, 14.1)Web Chat (5.7, 8.1, 12.4, 14.1)Computer-Generated Presentations (5.7, 8.1, 12.4, 14.1)

This assignment list is subject to change. More or less assignments in may beadded in specific applications. Usually the Grading Scale remains constant. Thishas in the past been based on 325 points as the highest possible score.

IMPORTANT DATES TO REMEMBER

Classes Begin Monday, August 21, 2000Early Registration for Spring 2001 Mon.-Fri., November 6-10, 2000Deadline for fee payment Thursday, August 17, 2000Labor Day Holiday Monday, September 4, 2000

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Mid - Term Review Wednesday, September 20, 2000Mid - Term Wednesday, September 20, 2000Thanksgiving Holiday Thursday-Friday, November 23-24, 2000Classes End Friday, December 1, 2000Final Presentations Wednesday, December 6, 2000

IT IS THE RESPONSIBILITY OF THE STUDENT TO DROP THE COURSE! THEINSTRUCTOR WILL NOT DROP STUDENTS FROM THE COURSE!

Classroom behavior that interferes with either (a) the instructor’s ability to conductthe class or (b) the ability of students to benefit from the instruction isunacceptable. Examples may include routinely entering class late or departingearly; use of pagers, cell phones, or other electronic devices; repeatedly talking inclass without being recognized; talking while other are speaking; or arguing in away that is perceived as “crossing the civility line.” In the event you find itnecessary to carry a pager, cell phone or other electronic device to class pleasenotify you instructor and seek his/her approval.

BibliographyAnglin, G. (Ed.). (1995). Instructional technology: Past, present, and future. Colorado: Libraries Unlimited, Inc.Becker, H. J. (1998). The influence of computer and internet use on teachers' pedagogical practices andperceptions. Department of Education: University of California, Irvine.Braun, L. (1990). Vision: TEST (Technologically Enriched Schools of Tomorrow). Final report: Recommendationsfor American educational decision makers.Carnegie Commission on Higher Education. (1995). The fourth revolution: Instructional technology in highereducation. New York: McGraw-Hill.Coley, R.J., Cradler, J., and Engel, P.K. (1997). Computers and classrooms: The status of technology in U.S.schools. Princeton NJ: Educational Testing Service.Dwyer, David. (1994). Apple classrooms of tomorrow: What we’ve learned. Educational Leadership, 51(7), 4-10.Expert Panel on Mathematics and Science Education. (1998). Guidelines and materials for submitting mathematicsprograms for review. Washington DC: U.S. Department of Education.Federal Register.(11/17/97).Office of Educational Research and Improvement (OERI) Conduct and activitiesevaluation standards; Designation of exemplary and promising programs; Final rule. 34 CFR Part 701. vol. 62. No.222. 61427-61432.Fulton, K., Feldman, A., Wasser, J.D., Rubin, A., Grant, C.M., McConachie, M., Spitzer, W., McNamara, E., andPorter, B. (1996). Technology infusion and school change: Perspectives and practices. Cambridge MA: TERC.Fulton, K. (1998). Learning in a digital age: Insights into the issues. The skills students need for technologicalfluency. T.H.E. Journal, 25(7), 60-63.Glennan, T.K. and Melmed, A. (1996). Fostering the use of educational technology: elements of a national strategy.Santa Monica CA: RAND.Herschbach, D.R., Hayes, F.B., and Evans, D.P. (1992). 1992 Vocational education and training review ofexperience. Washington DC: US Agency for International Development.Illinois State Board of Education.1996). K-12 Information technology plan. Springfield IL: Illinois State Board ofEducation.International Society for Technology in Education.(1998) National educational technology standards for students.Eugene OR: International Society for Technology in Education.

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Means, B. and Olson, K. (1994). The link between technology and authentic learning. Educational Leadership,51(7), 15-18.Means, B and Olson, K.(1995). Technology’s role within constructivist classrooms. Paper presented as part of asymposium: Teachers, Technology, and Authentic Tasks: Lessons From Within and Across Classrooms. AmericanEducational Research Association. April, 1995. San Francisco, CA.Means, B. and Olson, K. (1995). Technology’s role in education reform: Findings from a national study ofinnovating schools. Washington DC: U.S. Department of Education.Nleya, P.T. (1998). Improving the computer literacy of young people: The case of Botswana. T.H.E. Journal. 25(6).North Central Regional Educational Laboratory. (1997). The research on technology for learning. Washington DC:U.S. Department of Education.Office of Technology Assessment, U.S. Congress. (1995). Teachers and technology: Making the connection.(OTA-CHR-616). Washington DC: U.S. Government Printing Office.Peck, K. L, and Dorricott, D. (1994). Why use technology? Educational Leadership, 51 (7), 11-13.President's Committee of Advisors on Science and Technology, Panel on Educational Technology. (1997).Report tothe president on the use of technology to strengthen K-12 education in the United States. Washington DC: ExecutiveOffice of the President. March.Riley, R.W.(1996). Getting America’s students ready for the 21st Century. Meeting the technology literacychallenge. A report to the Nation on technology and education. Washington DC: U.S. Department of Education.Sandholtz, J. H., Ringstaff, C., and Dwyer, D. (1997). Teaching with technology: Creating student-centeredclassrooms. New York, NY: Teachers College Press.Sheingold, K. and Hadley, M. (1990). Accomplished teachers: Integrating computers into classroom practice. NewYork: Bank Street College of Education. Center for Technology in Education.Sivin-Kachala, J. and Bialo, E.R. (1997). Report on the effectiveness of technology in schools, ‘95-’96. WashingtonDC: Software Publishers Association.

WebsitesApple Classrooms of Tomorrow Research:Bellingham Public Schools Technology PlanGeneration WHYJacobs, J. Technology is good, but learning is better.Norris, Smolka, & Soloway.

Regional Educational LaboratoriesImpact of TechnologyPlanning for Learning Through the Use of TechnologySee, J. Developing Effective Technology.Shariro, J., & Hughes, S. (1996) Information Literacy as a Liberal Art: Enlightenment proposals for a newcurriculum. Educom Review. 31(2).Software Publishers AssociationTERC

U.S. Department of EducationBenefits of Technology UseChallenges and Strategies in Using Technology to Promote Education Reform

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EDUC 678 Dyslexia and Related Disabilities:Theories, Screening Procedures, and Teaching Strategies

Dr. Elizabeth Wadlington TEC 213 Fall 2000

Phones: 549-5265 (w); 504-674-0464 (h) Office Hours: TBA in class

Course Description: A survey of theories, screening procedures, and teaching strategies to be utilized with studentswith dyslexia and related disabilities; Current research, specific characteristics, multisensory strategies, andmanagement techniques will be discussed and applied; three hours credit. (3 credit hours) (2.11, 4.4, 14.1, 14.3)

Texts: 1. Jordan, D. (1996). Overcoming Dyslexia. Austin, TX: Pro-Ed. (rental) 2. Spafford, C. & Grosser, G. (1996). Dyslexia: Research and Resource Guide.Boston: Allyn & Bacon. (rental) 3. Rinskky, L. (1997). Teaching Word Recognition Skills. Scottsdale, AZ: Gorsuch Scarisbrick. (purchase) 4. Instructor’s packet and hand-outs

Objectives: (4.4)1. The student will know history, research, and emerging directions regarding the education of the languagedisabled pupil (e.g. dyslexia, dysgraphia, dysnomia, etc.). (2.11, 14.1, 14.3)2. The student will understand the reading process (i.e., text-based, reader-based, and interactive models, cueingsystems, integration of language arts) and how it is affected by dyslexia and related disabilities. (1.1, 6.1)3. The student will understand and apply diverse theories of language differences that relate to the following:

a. reading b. speaking c. listening d. written language/spelling (3.1)4. The student will understand the definition and causes as well as recognize the characteristics of dyslexia andrelated disabilities. (4.1)5. The student will be able to use multiple data (e.g, tests, checklists, observation, miscue analysis, work samples,anecdotal records, interviews) to screen for dyslexia and related disabilities. (4.2, 10.2)6. The student will understand and apply laws and policies regarding referrals, assessment, eligibility, andplacement.7. The student will understand and apply appropriate strategies (i.e., sequenced, cumulative, structured,multisensory, authentic, matched to assessment and objectives) to teach pupils with dyslexia and related disabilities.(2.14, 4.3, 12.7)8. The student will understand the structure of the English language and how to use thisknowledge to teach dyslexic students. (2.1, 2.4, 6.2)9. The student will understand and use appropriate classroom management strategies (i.e., individualizedinstruction, grouping, paraprofessionals) to work with students with dyslexia and related disabilities in the regularclassroom. (4.3, 15.0 – 15.4)10. The student will understand social, emotional, psychological, and familial problems often associated withdyslexia and related disabilities. (1.7)11. The student will use technology to meet the needs of students with dyslexia and related disabilities. (5.7)12. The student will respect cultural, linguistic, and ethnic diversity and respond in appropriate ways. (1.2, 1.7)13. The student will be a reflective practitioner to improve teaching and learning. (16.2)

Course Evaluation: Student performance in this course will be evaluated through a combination of exams andprojects. Each instructor reserves the right to establish additional methods of evaluation.

Writing Style: All written work must be completed in APA style unless otherwise noted.

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Course Requirements: Two Exams 200 pts. Action Research 100 pts. Technology Project 25 pts. Word Recognition Assignments 25 pts. Multisensory/Commercial Project 25 pts. Journal 25 pts.Total 400 pts.

Grading Scale: 93-100 A; 85-92 B; 77-84 C; 69-76 D; Below 69 F

Attendance and Make-up: Attendance is a privilege and requirement. If you must be absent, please notify me. Ifyou are absent, you are responsible for all notes, projects, etc. missed. An unexcused absence counts -10 pts. It isleft to my discretion to judge if an absence is excused or unexcused. An unexcused tardy counts -5 points. If youhave a problem that will consistently make you late for class, please see me. All assignments are due at the beginning of class on the due date. A project will be dropped one letter grade foreach day it is late. For example, a project due at the beginning of class but turned in at the end of class will bedropped one letter grade. Be aware of due dates and begin projects early. Make-up tests will be given only when absences are excused. A make-up test must be taken before the next classmeeting. Please notify me before the test.

If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act,you are required to self-identify with the Office of Student Life, Room 203, Student Union.

Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with eithera) the instructor’s ability to conduct the class or b) the ability of students to benefit from instruction is notacceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular phones,or other electronicDevices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a waythat is perceived as “crossing the civility line”. In the event of a situation where a student legitimately needs to carrya beeper/cellular phone to class, prior notice and approval of the instructor is required.

You may bring a soft drink to class; however no food is allowed. This will be strictly enforced.

Tentative Schedule/Topics: (Readings should be done before class meetings. Read with an open and inquiringmind. Work word recognition lessons as assigned. (4.4)

8/22 Syllabus; What is Dyslexia? Disabled or Different? Cultural, Linguistic, and Ethnic Differences (1.2, 1.7, 3.1)8/29 Reading as a Process; Models and Cueing Systems; Literacy Research on Decoding and Comprehension (1.1, 6.1) The Nature of Dyslexia; Causes, Brain Research, International Dyslexia Association (J: Ch.1; G&S: 1,2,4) ( 4.1, 16.1, 16.5)9/5 Labor Day9/12 Topic and tentative plan for action research due; Controversial Theories (G&S: 3) Visual Dyslexia: Perception, Characteristics and Screening (J: Ch. 2) (10.2, 12.7) Accommodations/Modifications and Multisensory Instruction9/19 Auditory Dyslexia: Perception, Characteristics and Screening (J:Ch3) Accommodations/Modifications and Multisensory Instruction (10.2, 12.7)9/26 First Word Recognition Exercises due; Structure of the English Language; (2.4, 2.1)

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Phonemic, Morphemic, Semantic, Syntactic,and Pragmatic systems10/3 Midterm10/10 Dysgraphia: Characteristics and Screening (J:Ch. 4; G&S: 6,7) (10.2) Accommodations/Modifications and Multisensory Instruction (12.7) Multisensory Project due10/17 Using Multiple Assessments for Objectives and Teaching; Attention Deficit (2.14, 4.2, 10.2)10/20 Last day to drop/resign10/24 Technology Project due; Use of Technology; Legalities (G&S:5) (5.7)10/31 Social, Emotional, Cultural, Social, Psychological, and Ethnic Factors; Effects on Families (J: Chs. 5 & 6) (1.7)11/7 Simulation11/14 Action Research Projects due; Commercial Programs; Overcomers (J: Chs. 7&8)11/21 Classroom Management; Individualized Instruction and Grouping (15.0 – 15.4) Working with volunteers, parents, and paraprofessionals11/28 Second Word Recognition Exercises due; Journals due; Synthesis and Review (2.1, 2.4)12/4 Final

I will try to give you one night to work independently on your projects. I will announce this date in class.

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Reference List

Books:

Birsh, J. (1999). Multisensory teaching of basic language skills. Baltimore: Brooks.Caine, R. & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria,

VA: Association for Supervision and Curriculum Development.Cronin, E. (1997). Helping your dyslexic child. Rocklin, CA: Prima Publishing.Hallowell, M. & Ratey, J. (1994). Driven to distraction. NY: Pantheon Books.Lee, C. & Jackson, R. (1992). Faking it. Portsmouth, NH: Heinemann.Lerner, J. (1993). Learning disabilities: Theories, diagnosis, and teaching strategies. Boston: Houghton

Mifflin.Leu, D. & Kinzer, C. (1999). Effective literacy instruction. Columbus, OH: Merrill.Mercer, C. & Mercer, A. (1993). Teaching students with learning problems.

NY: Merrill.Murphy, S. (1992). On being L.D. NY: Columbia University.National Joint Committee on Learning Disabilities. (1994). Collective perspectives on issues affecting

learning disabilities. Austin, TX: ProEd.Orton Dyslexia Society (1991). All language and the creation of literacy. Baltimore, MD: Author.Polloway, E. & Smith, T. (2000). Language instruction for students with disabilities. Denver: Love.Rasinski, T. & Padak, N. (1996). Effective reading strategies. Columbus, OH: Merrill.Rawson, M. (1990). The many faces of dyslexia. Baltimore: Orton Dyslexia

Society.Richards, R. (1999). The source for dyslexia and dysgraphia. Linguisystems: East Moline, IL.Richardson, S. (1994). Doctors ask questions about dyslexia. Baltimore: Orton Dyslexia Society.Schmidt, M. & Harriman, N. (1998). Teaching strategies for inclusive classrooms. Fort Worth: Harcourt

Brace.Smith, T.; Finn, D.; Dowdy, C. (1993). Teaching students with mild disabilities.

Fort Worth: Harcourt Brace Jovanovich.Snow, C., Burns, S., & Griffin, P. (Editors). (1998). Preventing reading difficulties in young children.

Washington, DC: National Academy Press.Compbell, L.; Campbell, B.; Dickinson, D. (1996). Teaching and learning through multiple intelligences.

Needham Heights, MA: Simon & Schuster.U.S. Dept. of Health and Human Services. Developmental dyslexia and related reading disorders.

Bethesda, MD: Author.Vacca, J.; Vacca, R.; & Grove, M. (2000). Reading and learning to read. NY: Addison Wesley.

Vail, P. (1990). About dyslexia: Unraveling the myth. Rosemont, NJ: Modern Learning Press.

Vail, P. (1991). Smart kids with school problems. Rosemont, NY: Modern Learning Press.Vogel, S. (1993). College students with learning disabilities. Pittsburgh: LDA.Ward, A. & Murray-Ward, M. (1999). Assessment in the classroom. Belmont, CA: Wadsworth.Wallach, G. & Butler, K. (1994). Language learning disabilities in school-age

children and adolescents. NY: Macmillan.Wilkins, A.; Garside, A.; Enfield, M. (1994). Basic facts about dyslexia.

Baltimore: Orton Dyslexia Society.

Journals: Seek out the most current issues of the following:Annals of Dyslexia Journal of Learning DisabilitiesPerspectivesLABIDA JournalJournal of Adolescent and Adult LiteracyThe Reading TeacherReading Research Quarterly

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Projects

1. Independent Study/Action Research: Choose a specific question or area of interest you would like to exploreindependently. Read at least six sources including at least three research articles. One resource must be fromthe Internet. Make sure it is reputable. Also, learn by doing. For example, try out an activity with a child orsurvey/interview students or fellow teachers, etc. Document your results. (2.11, 4.1, 4.4, 14.1, 14.3, 16.1)

Prepare a typed summary of four to five pages with the following info included:a. your objectives b. what you learned from the literature review c. what you learned from your action researchd. conclusions based on the integrated lit review and action research. A reference list using APA style (4thedition) should accompany the paper. I ENCOURAGE YOU TO DO THIS PROJECT WITH A PARTNER.Both partners should read all articles and collaborate to do the action research component and write the report.Seventy-five percent of your grade will be based on content, and 25% of your grade will be based on writingmechanics, style, and adherence to APA.

2. Multisensory Project: Devise a multisensory strategy (i.e., visual, auditory, tactile, kinesthetic) to teach alanguage-related skill to a dyslexic child. (Do not choose one discussed in class. See me if you have a problemcreating/finding a strategy.) Try it on a child. Demo for class and report results. A one-half page summaryshould be provided for each class member and instructor. Provide me with a sample of the manipulatives tokeep. (6.2, 12.7)

3. Commercial Program Project: Choose a commercial multisensory project from Chapter 5 in G&S. Usingat least one other resource besides our textbook, prepare a description and demonstration to present to the class.Conclude with your own thoughts regarding the effectiveness of this program. A visual aid is required. Thismay be done with a partner.

4. Word Recognition Project: Work exercises as directed. We will discuss in class. Material will be onexams. (2.1, 2.4, 6.2)

5. Technology Project: Investigate the use of technology to teach students with dyslexia. Find a specificcomputer program, Internet source, etc. that students with dyslexia may use to enhance learning. In a one-pagepaper, provide reference info, description of source, and a rationale for its use with students with dyslexia.Provide a hand-out for each class member. (Remember, this should be a student resource rather than a teacherresource.) (5.7, 12.7)

6. Reflective Journal: Each week after class, reflect upon what you are learning. During the week, seek toapply it in your work with children with difficulties in language arts. For example, if we discussed visualdyslexia, use the accompanying checklist to assess a child you suspect of having visual perception problems.When we discuss emotional and psychological factors, you can observe/interview a person with readingdifficulties to learn more about this area.

Write your reflections in your journal. Focus on application of what you are learning, critical thought, and yourown professional growth. You should have one entry for each class period including exams.Volunteers will be asked to share in class to stimulate discussion.

Topics will include but not be limited to the following: Disabled or Different, Your View of Reading Processand Use of Cues, Diversity in Learners; Auditory and/or Visual Dyslexia, Screening and Diagnosis, AppropriateInstruction, Application of Research, Dysgraphia, Emotional/Social/Cultural/Psychological Factors,Individualized and group instruction, Working with paraprofessionals, parents, and volunteers, etc. Topics maybe combined as appropriate in your situation. The final entry should be a summary of your reflections on thiscourse, the projects, what you have learned and how to apply it, and future directions for growth. (1.1, 1.2,2.14, 3.1, 4.2, 4.3, 6.1, 10.2, 12.7, 16.2, 15.0 – 15.4)

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7. Simulation: We will have a simulation to allow you to “walk in the shoes of a person with dyslexia”. Theactivities will allow you to experience some of the frustrations of dyslexia. Hopefully, you will gain a betterunderstanding of individuals with reading problems such as dyslexia. You will be asked to respond in yourjournal. (1.7)

8. Two Exams: Exams will cover all objectives, topics, projects, and activities. Items will require criticalthinking, application, and evaluation. (all indicators)

APA Pointers:1. APA Manuals may be purchased at the SLU Bookstore. They are also on reserve in the LRC and Sims Library.2. Write in third person only. Refer to yourself as "the researcher".3. Paraphrase. Do not use quotations unless it is impossible to keep the original meaning if paraphrased. You mayalso quote a famous saying (i.e.,"Give me liberty or give me death.") Otherwise, put the authors' thoughts in yourown words.4. In the literature review, everything must be cited. (See APA.) Do not give your opinion about anything here.5. In the conclusion, you may synthesize what you learned from the literature and your action research project.Make it clear from where you are drawing your particular conclusions. Continue to use third person.6. The reference list at the end of the paper should exactly match your citations.7.Good grammar and writing skills are very important in graduate school. Proof, proof, proof!

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EDUC 693 Leadership for ChangeCOURSE SYLLABUS

3 Semester Hours Credit

INSTRUCTOR: Debra A. Troxclair, Ph.D. Office: Trailer #5B Hours: T & TH 11:00 a.m. – Noon

1-5 & by appointment Telephone: 504 549-5272(O), or 504 781-5974 (H) Email: dtroxclair@selu.edu (O), or

Datphd97@aol.com (H) Web Page:

CATALOG DESCRIPTION:This course is designed to provide master teachers with the knowledge and skills to become leaders for

change and continuous improvement in districts and schools. Emphasis is placed on using theprocess, content, and context of change to enhance student learning and develop learningorganizations.

BASIC COMPETENCIES:Upon completion of the course the graduate students who take this course will be able to:

1. Identify personal leadership skills that will benefit their students and schools.2. Use school data to identify specific needs of students within their schools.3. Utilize knowledge gained from this course to identify ways to improve student learning

throughout their schools.4. Use an appropriate process to develop a feasible plan to address a specific need of students

at their schools. (13.6)5. Incorporate into their plans quality professional development for parents/educators at

their schools. (13.2)6. Locate potential resources to support the implementation of their plans.7. Identify ways to measure results once their plans are implemented.

COURSE OBJECTIVES:Upon completion of this course, graduate students should:1. Explain and demonstrate knowledge, skills, and attitudes needed by successful leaders of change.2. Analyze the change process and apply principles of change in facilitating organizational and

individual growth.3. Utilize stages of concern (individual) and stages of group development (organization) in assessing

progress and in determining appropriate interventions for change.4. Explain effective staff development and its role in creating a culture of continuous learning.

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5. Plan for meaningful change considering three elements:a. Content for change (developing quality instructional programs based on proven principles of

teaching and learning.b. Context for change (creating a collaborative, reflective learning environment).c. Process for change (implementing processes and structures for continuous learning).

6. Use a variety of database assessment strategies and procedures to analyze/monitor growth andimprovement and the impact on student learning.

7. Utilize community, state, and federal resources to facilitate educational improvement.8. Model and apply new knowledge and skills in allaying and responding to real and simulated case

studies and scenarios on change efforts and activities.

REQUIRED TEXT:• Fullen, M. (1993). Change Forces: Probing the depths of educational reform. Bristol, PA: The Falmer

Press.• EDUC 693 Packet – To be provided in class.

COURSE REQUIREMENTS:Students are expected to attend class, participate in class activities/class discussions, read allassigned readings, and complete all of the following requirements by the assigned dates:1. Midterm Examination (100 points) Date: March 9, 2000

Complete a 100-point examination that is composed of multiple choice, short answer, andessay questions. Items on the test will cover information discussed during the first half ofthe course.

2. Academic Improvement Plan (150 points)Develop a feasible plan that can be implemented to improve the academic performance ofelementary/middle/secondary students at a specific school. This assignment will be dividedinto three major components:• Component 1: Analysis of Personal Leadership Skills (30 points – DUE: March 2, 2000• Component 2: Analysis of School Needs (50 points – DUE: March 30, 2000• Creation of an Academic Improvement Plan (70 points – DUE: April 13, 2000Written directions pertaining to the collection and reporting of data for each component willbe provided in class.

2. Final Examination (100 points)(DATE: May 4, 2000)Complete a 100-point examination that will be composed on one essay question. The essayquestion will require students to utilize information covered throughout the course.

COURSE EVALUATION:Student performance in the course will be evaluated based upon class attendance, class participation,examinations, and outside written activities. Each instructor reserves the right to establish additionalmethods of evaluation. All assignments must be completed by the end of the class period on the duedate. Late assignments will drop one letter grade for each class period late. Points will be assignedbased upon the THOROUGHNESS of completed assignments. All written work must be free fromerrors in grammar, mechanics, and spelling. Grading will reflect these requirements. Makeup

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examinations will not be given except in extraordinary circumstances and then only with the consent ofthe instructor prior to the time of the scheduled examination. Failure to contact the professor willresult in an “F” on the examinations.

Assigned Points: Assigned GradesMidterm Examination 100 points A = 93 – 100% of total pointsAcademic Improvement Plan 150 points B = 85 – 92% of total pointsFinal Examination 100 points C = 77 – 84% of total pointsClass Attendance & Participation 10 points D = 70 - 76% of total pointsTotal Points 360 points F = Less than 69% of total points

METHODOLOGY:Graduate students are provided large group and small group instruction during each class period.Students are involved in collaborative group activities that involve the application, analysis, synthesis,and/or evaluation of concepts being taught in the course. Materials include college level textbooks, asupplementary packet developed by the instructor, commercial materials, and research articles. Videosand overhead transparencies are used to provide visual stimuli and to emphasize major points.

WRITING STYLE:Written work for the course must be completed in APA style.

DROP-ADD PROCEDURES:February 17, 2000 is the last day to resign from the university or withdraw from regular classes. Allstudents must initiate the drop procedures if they wish to withdraw from the course. A student whofails to withdraw properly will receive a grade of “F.”

ATTENDANCE REQUIREMENTS:All students are expected to attend all classes.

STUDENTS WITH DISABILITIES:If you are a qualified student with a disability seeking accommodations under the Americans withDisabilities Act, you are required to self-identify with the Office of Student Life, Room 203, StudentUnion.

STUDENT BEHAVIOR/CLASSROOM DECORUM:Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interfereswith either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefitfrom the instruction is not acceptable. For example, routinely entering class late or departing early,use of beepers, cellular telephones, or other electronics devices; repeatedly talking in class withoutbeing recognized; talking while others are speaking; or arguing in a way that is perceived as “crossingthe civility line. In the event of a situation where a student legitimately needs to carry abeeper/cellular phone to class, prior notice and approval of the instructor is required.”

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NOTE:The classroom is not a place for children, and students are not to bring their family members for daycare or baby-sitting.

Tentative Course Schedule

Dates Topics AssignmentsJanuary 20 IntroductionJanuary 27 The Business of Paradigms Chapter 1February 3 Understanding the Change Process Chapters 2 & 3February 10 Knowledge, Skills & Attitudes of Successful Teacher Leaders Chapter 7February 17 Knowledge, Skills & Attitudes of Successful Teacher Leaders

(Continued)February 24 Analysis of School Climate & Culture Chapter 4 & 5March 2 Identification of School Based Problems and Measurement of Results Packet – Part 1 DueMarch 9 MID TERM EXAMMarch 16 School AccountabilityMarch 23 Organization & Facilitation of Quality Professional DevelopmentMarch 30 Overcoming Resistance to Change Packet Part 2 DueApril 6 Creation of Collaborative Learning EnvironmentsApril 13 Securing Resources to Facilitate Educational Improvement Packet-Part 3 DueApril 20 Spring Break NO CLASSApril 27 Celebrating Successful School Improvement PacketMay 4 FINAL EXAM 6-8 PM.

Additional reading assignments from course packet will be given throughout the course.

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References

Johnson, S. (1998). Who moved my cheese? An amazing way to deal with change in your work andin your life. New York: Putnam.

Katzenmeyer, M., & Moller, G. (1996). Awakening the sleeping giant: Leadership development forteachers. Thousand Oaks, CA: Corwin Press.

Leadership Development for Teachers: (1993). Chipley, FL: Panhandle Area EducationalClearinghouse.

Southwest Educational Development Laboratory. (1992). Issues about change. 2(2).

Leading change from the classroom: Teachers as Leaders.http://www.sedl.org/change/issues/issues44.html

Mendez-Morse S. (1992). Leadership characteristics that facilitate school change. Austin, TX:Southwest Educational Development Laboratory.

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Special Topics in Education

FOUNDATIONS OF EARLY INTERVENTION IN READINGEDUC 706-I & II Thursday 4:00-7:00

Jan Curtis, Reading Recovery Teacher Leader

______________________________________________________________________________

Course Description: Credit 6 hours. Foundation of Early Intervention in Reading provides the in-depth trainingfor teachers in the Reading Recovery® Program. Theoretical, clinical and practical field work components of theearly intervention program are included; repeated second semester as a reading practicum and continuation of theyear-long Reading Recovery® Training Program. (1.2,1.3,4.3,4.4,12.7,13.2,13.3,13.4,13.5,13.6,16.4)

Prerequisite: Reading Recovery Teacher-in-Training in Parish Schools

Course Goals and Objectives: The goal of this course is to attain an understanding of the theories of reading andlanguage and those related to Marie M. Clay's research in early literacy. The student should develop a criticalunderstanding of the procedures and strategies utilized in the early intervention program. (2.13)

Upon completion of the year-long training course, the student should be able to:1. describe the reading process, various models, and cues (i.e., semantic, syntactic, and graphophonics), and

articulate a personal theory about the reading process (1.1,1.5,1.6,2.4,2.12,6.1)2. define one’s role and make reflective, instructional decisions based on an evolving view and understanding of

the literacy processes, (2.13,12.1,12.2,12.4,12.5,12.6,16.2)3. interact and collaborate with students, colleagues, parents, and community to enhance literacy development and

facilitate change and improvement, (2.13,5.8,11.2,11.3,11.4,12.3,15.1,15.2,15.3,16.1,16.3,16.5)4. model lifelong learning and professional development,

(2.13,5.3,5.4,12.7,13.2,13.3,13.4,13.5,13.6,16.1,16.2,16.3,16.4,16.5,16.6,16.7)5. serve as a leader/change facilitator in developing and transmitting new theoretical and instructional ideas,

(2.13,12.3,12.7,13.2,13.3,13.4,13.5,13.6,16.2,16.3,16.5,16.6)6. appreciate and foster reading in daily life for many purposes (e.g. personal enjoyment, social growth, learning),

(1.3,1.4,1.5,2.13,5.2)7. model and teach effective oral and written communication, (2.13,11.1)8. analyze and explain the relationship among various views of the reading process and the way reading taught,

learned and assessed, (1.6,2.13)9. analyzed and apply current research and trends related to developing components of the reading process: (a)

affective, (b) emergent literacy, (c) metacognition, (d) decoding knowledge, (e) vocabulary knowledge, (f)syntactic knowledge, (g) discourse knowledge, and (h) social and pragmatic knowledge,(1.3,2.2,2.3,2.4,2.7,2.8,2.9,2.10,2.11,2.13,5.1,5.2,5.3,5.4,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,9.2)

10. analyze and apply current research and trends in the uses of literature and various appropriate level texts in thereading program and content areas, (2.12,2.13,5.5,5.6)

11. plan for and provide a literate environment including the physical, emotional, and sociopsycholinguistic aspectsin the classroom, the school, the home and the community, (1.7,2.13,5.1,5.8,8.3)

12. facilitate students’ understanding/development of the literacy process, comprehension, metacognition, self-questioning/monitoring, and strategies used to develop a self-extending system as motivated language learners,(2.8,2.13,7.1,7.2,7.3,7.4)

13. describe and apply diverse word identification strategies (e.g., phonics, context, morphemes, sight words,spelling patterns), (2.1,2.4,2.13,6.2,6.3,6.4,6.5)

14. describe and apply aspects of vocabulary acquisition, (2.2,2.13,6.6)15. describe and apply diverse comprehension strategies for different types of text, (2.2,2.13,7.5.7.6,8.1,8.2,8.4)16. describe and foster emergent writing strategies through the writing process (2.13,9.1)

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17. plan meaningful literacy experiences that integrate listening, speaking, reading, writing, spelling, and visualrepresentations, (2.5,2.6,2.13,3.3,5.6,8.3)

18. plan learning experiences that accommodate and challenge students of varying development levels, intellectualabilities, interests/attitudes, cultural/linguistic/ethnic backgrounds,(1.2,2.13,2.14,3.1,3.2,3.4,4.1,4.2,4.3,4.4,12.2,12.4,12.5,12.6)

19. demonstrate basic understanding of assessment, interpretation of data, and design theoretically based instruction(i.e., record and interpret sensitive and systematic observations of children’s reading and writing behaviors;administer Observation Survey Tasks), (2.13,2.14,3.1,3.2,4.1,4.2,4.3,4.4,10.1,10.2,11.1)

20. use technology to aide literacy development, (2.13,5.7,12.4)21. discuss and apply the Louisiana Standards and Benchmarks as related to individual student literacy acquisition,

and (2.13,3.5)22. independently and collaboratively explore early intervention as a topic of interest.

(2.13,14.1,14.2,16.1,16.2,16.7)

Required Texts:Clay, Marie M. (1993). An observation survey of early literacy achievement. Portsmouth, NH:

Heinemann.Clay, Marie M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH:

Heinemann.Clay, Marie M. (1993). Guidebook for teachers in training. Portsmouth, NH: Heinemann.Clay, Marie, M. (1979). Stones - the concepts about print test. Auckland: Heinemann Educational Books.Clay, Marie, M. (1979). Sands - the concepts about print test. Auckland: Heinemann Educational Books.

Additional Readings:Articles or book chapters will be assigned as the course progresses from the following list and others. Clay, M. M. (1982). Observing Young Readers. Portsmouth, New Hampshire: Heinemann. Clay, M. M. & Cazden, C. (1991). A Vygotskian interpretation of Reading Recovery,in L. C. Moll (Ed.). Vygotsky and Education: Instructional Implications and Applications of Socio-HistoricalPsychology. New York: Cambridge University Press. DeFord, D., Lyons, C., & Pinnell, G. (1991). Bridges to Literacy. Heinemann. Lyons, C., Pinnell, G., & DeFord, D. (1993). Partners in Learning. Teacher's College. Peterson, B. (1988). A continuum for predictable features in books for beginning readers. Peterson, B. (1991). Selecting books for beginning readers. Children's Literature Suitable for Young Readers: ABibliography, in D.E. Deford, G.S. Pinnell, & C. Lyons (Eds.). Bridges to Literacy. Portsmouth, NH: Heinemann.

Course Requirements:* Attend and participate in Summer Training Workshop on the administration, scoring and interpretation of theObservation Survey. (2.10,2.13,3.1,4.1,4.2,4.3,4.4,5.1)* Write Predictions of Progress for students. (2.13,5.1)* Provide demonstration lessons by teaching a child "behind the glass" a minimum of three times in a clinicalsetting.(1.6,1.7,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,12.1,12.2,12.5,12.7,13.2,13.3,13.4,13.5,13.6,14.1,14.2,14.3,16.1,16.2,16.3,16.6)* Participate in discussions "behind the glass." (1.1,1.2,1.6,1.7,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10, 2.11, 2.12, 2.13,2.14,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,11.3,12.1,12.2,12.4,12.5,12.6,12.7,13.2,13.3,13.4,13.5,13.6,14.1,14.2,14.3,16.1,16.2,16.3,16.6)* Complete assignments and readings as required. (2.13)* Attend and participate in all training classes. (2.13)* Maintain accurate daily/weekly records of students and participate in data collection during the trainingprogram.(1.5,1.6,1.7,2.1,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,3.2,3.3,3.4,3.5,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,10.1, 10.2,11.1,12.1,12.2,13.5,14.1,14.2,14.3,16.1,16.2,16.3,16.6)

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* Work daily with four students in the field setting at your school (Roaming Around the Known Sessions and DailyLessons). (1.2,1.3,1.4,1.5,1.6,1.7,2.1,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,3.2,3.3,3.4,3.5,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.7,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,10.1,10.2,11.1,12.1,12.2,12.4,12.5,12.6,12.7,13.2,13.3,13.4,14.3,16.1,16.2,16.3,16.6)* Complete Reading Recovery® Program Requirements for Reading Recovery® Teachers-in-Training asdetermined by the RRCNA Guidelines. (2.13,15.1,16.4,16.5)* Administer the Observation Survey to students being screened for Reading Recovery.(2.10,2.13,3.1,4.1,5.1,4.2,4.3,4.4,10.1,10.2)* Maintain a list of children with current (6 wks) testing scores who are in need of services. (2.13)Participate in class discussions. (2.13,5.10,11.2,12.1,12.2,12.3,12.4,12.5,12.6,12.7,13.2,13.3,13.4,13.5,13.6)* Complete Program Implementation Responsibilities at school with administrators and other teachers and parents(Daily Home Reading). (2.13,5.8,5.10,11.3,11.4,12.3,13.6,15.1,15.2,15.3,15.4)

Basis for Student Evaluation:* Class attendance/participation/evidence of reading (2.11,2.13)* Student records (daily: lesson plans, running records, book graph; weekly: book graph, writing vocabulary chartmonthly: predictions of progress) and observation summaries (2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,3.1,3.2,3.3,3.4,3.5,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,10.1,10.2,11.1,11.2,12.1,12.5,12.6,13.5,14.1,14.2,16.1,16.2,16.3, 16.6,16.7)* "Behind the Glass" lessons and discussions in this clinical setting (1.1,1.2,1.6,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,3.1,3.2,3.3,3.4,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,11.2,11.3,11.4,12.1,12.2,12.4,12.5,12.6,12.7,13.3,13.4,13.5,13.6,14.1,14.2,16.1,16.2,16.3,16.6)* Discussions following the demonstration lessons (1.1,1.6,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.11,2.12,2.13,2.14,3.1,3.2,3.3,3.4,4.1,4.2,4.3,4.4,5.1,5.2,5.3,5.4,5.5,5.6,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,11.2,12.1,12.4,12.5,12.6,12.7,13.2,13.3,13.4,13.5,13.6,14.1,14.2,16.1,16.2,16.3,16.6)* Site Visits (2.13,12.1,13.2,13.5)* Teacher available for daily lessons (2.13,10.1,10.2,11.2,12.1,12.2,12.5,12.6,12.7,13.2,13.3,13.4)* Teacher works with four children daily in the field setting at your school (1.2,1.3,1.5,1.6,2.2,2.3,2.4,2.5,2.6,2.7,2.8,2.9,2.10,2.11,2.12,2.13,2.14,3.1,3.2,3.3,3.4,4.1,4.2,4.3,5.1,5.2,5.3,5.4,5.5,5.6,5.7,5.8,6.1,6.2,6.3,6.4,6.5,6.6,7.1,7.2,7.3,7.4,7.5,7.6,8.1,8.2,8.3,8.4,9.1,9.2,10.1,10.2,11.1,12.7,13.2,13.3,13.4,14.3,14.1,14.2,16.1,16.2,16.3,16.6)* Reality Checks (2.7,2.8,2.11,2.13,3.5,4.4,13.5)* Participate in class discussions. (2.13,5.10,11.2,12.1,12.2,12.3,12.4,12.5,12.6,12.7,13.2,13.2,13.4,13.5,13.6)* Complete Program Implementation Responsibilities at school with administrators and other teachers and parents(Daily Home Reading). (2.13,5.8,5.10,11.3,11.4,12.3,13.6,15.1,15.2,15.3,15.4)

Grading Scale:A 100-91%B 90-81%C 80-71%D 70-61%F 60%-below

Graduate Pass/Fail Option: Graduate students may take this course for Pass/Fail credit provided that they completethe proper form by the end of the first week of classes. A "P" grade is given only if the student has earned a "C" orbetter in the course. The course may not be used towards a degree if you sign up for this option.

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I reserve the right to adjust this schedule as I deem it appropriate. I will alert you within a reasonable amount oftime if changes are made.

If you have some type of disability see me by the second class period.

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