CPSE 430 Brigham Young University Counseling Psychology and Special Education Winter 2010

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1 CPSE 430 Brigham Young University Counseling Psychology and Special Education Winter 2010 Course title: Teaching Reading and Language Arts: Students with Disabilities Course credit: 3 Room and time: 341 MCKB 4:00-6:50 W Instructor: Heidi Abraham, MS 237A MCKB heidi_abraham@byu.edu TTh, 3:00-4:00, others by appointment Course Description: Practicum: Prerequisite: Required texts: This course teaches a practical and hands on approach for teaching reading to students with disabilities. Teacher candidates will learn to task analyze and develop instruction in the critical areas of reading and writing. Teacher candidates will learn to teach the Reading Mastery 2008 Signature Edition Curriculum in preparation for summer practicum. Teacher candidates will complete a practicum experience in an elementary setting. The practicum will require 1-2 hours outside of class each week. Admission to special education major or licensure program. Bursuck, W. & Damer, M. (2007). Reading Instruction for Students who are At-Risk or Have Disabilities. Boston: Pearson. Conceptual framework for this course Moral endeavor at Brigham Young University is established upon principles of eternal and unchanging truth contained in the restored gospel of Jesus Christ. Prophets of God proclaim that all human beings male and female are created in the image of God. Each is a beloved spirit son or daughter of heavenly parents, and, as such, each has a divine nature and destiny. 1 Teaching is a moral endeavor that recognizes and responds to the divine destiny of each student. Moral teachers ensure that students master the knowledge, skills, and dispositions necessary to realize their divine potential for growth and achievement. Therefore, teachers: 1. Recognize and cultivate the individual worth of each student 2. Embrace and apply proven instructional practice 3. Establish and maintain positive, supportive learning environments 4. Value and enact respectful interpersonal behavior and responsible citizenship. Four assumptions guide our work: 1. All children can learn. 2. Schools exist to advance student learning. 3. Teachers are accountable for student learning. 4. Accountability is confirmed by data.

2 NCATE elements and standards 2 Course Learning Outcomes 1. Write IEP present levels of educational performance and, measurable annual goals for reading. 2. Demonstrate knowledge of core curriculum for reading and language arts 3. Task analyze learning objectives for reading and language arts 4. Plan daily lessons for reading and language arts. 5. Use Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to benchmark and monitor reading progress of one early elementary student. 6. Choose reading materials to match student instructional reading levels. 7. Demonstrate the teaching of the 5 areas of the national reading panel Assessment Weekly Task Analysis Scope and Sequence Assignment Weekly Task Analysis Submit paper Reading Practicum Reading Practicum Reading Mastery Lesson Council for Exceptional Children CEC knowledge and skill base for all entry-level special education teachers of students with exceptionalities in individualized general curriculums INTASC Evaluation Standards S1: Subject matter S2: Student learning S3 Diverse learners S4: Instructional strategies S5: Learning environments S6: Communication S7: Planning instruction S8: Assessment S9: Reflection and professional development S10: Collaboration, ethics, and relationships CC7S2 S2 S8 GC4K1 CC7K2 GC9K1 GC4K1 CC7K2 GC9K1 CC7K1 CC7S2 CC7S5 CC7S10 CC7S4 CC8K1 CC8K4 GC8K1 GC8K4 CC8S2 CC8S5 GC4K1 CC7K2 GC9K1 GC4S4 GC4S11 GC4S12 GC6S2 S2 S7 S2 S7 S7 S7 S8 S2 S7 S4 MSE Conceptual Framework Aims CF1: Embrace and apply the moral dimensions of teaching Practice nurturing pedagogy Provide access to knowledge Enculturate for democracy Ensure responsible stewardship of schools CF2: Demonstrate academic excellence. CF3: Model collaboration CF4: Act with social competence 8. Demonstrate the teaching Writing Lesson GC4S4 GC4S11 S4

3 3 Course Learning Outcomes Assessment Council for Exceptional Children of writing. Plans GC4S12 Reading Practicum 9. Demonstrate the use of progress monitoring data to make instructional decisions. CC7S4 CC8S8 CC8S10 S4 INTASC Evaluation Standards MSE Conceptual Framework Aims CPSE 430 Assignments and Instructions Language Arts Portfolio- Please keep the following assignments in an organized binder. The grading sheet below should be complete and included as the first page of the portfolio. Phonemic Awareness Weekly Task Analysis and Lesson Plan Write a PLAAFP based on your student data or use the data provided Write an IEP goal, unit goal and weekly goal that includes audience, behavior, and conditions Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions Choose one lesson objective to develop into a direct instruction lesson plan o Include a review materials o Include a scripted lesson that includes modeling, guided practice and independent practice Daily Data Collection System that correlates with your unit objective and task analysis Phonics Weekly Task Analysis and Lesson Plan Write a PLAAFP based on your student data or use the data provided Write an IEP goal, unit goal and weekly goal that includes audience, behavior, and conditions Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions Choose one lesson objective to develop into a direct instruction lesson plan o Include a review materials o Include a scripted lesson that includes modeling, guided practice and independent practice Daily Data Collection System that correlates with your unit objective and task analysis Vocabulary Weekly Task Analysis and Lesson Plan Write a PLAAFP based on your student data or use the data provided Write an IEP goal, unit goal and weekly goal that includes audience, behavior, and conditions Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions Choose one lesson objective to develop into a direct instruction lesson plan o Include a review materials o Include a scripted lesson that includes modeling, guided practice and independent practice Daily Data Collection System that correlates with your unit objective and task analysis

4 4 Comprehension Weekly Task Analysis and Lesson Plan Write a PLAAFP based on your student data or use the PLAAFP provided Write an IEP goal, unit goal and weekly goal that includes audience, behavior, and conditions Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions Choose one lesson objective to develop into a direct instruction lesson plan o Include a review materials o Include a scripted lesson that includes modeling, guided practice and independent practice Daily Data Collection System that correlates with your unit objective and task analysis Reading Mastery Lesson Choose a lesson from Reading Mastery Prepare to teach lesson Teach lesson in class to a group of 3 students Turn in 3 fidelity rating scales on members of group Beginning Written Language Weekly Task Analysis and Lesson Plan Write a PLAAFP based on your student data or use the PLAAFP provided Write an IEP goal, unit goal and weekly goal that includes audience, behavior, and conditions Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions Choose one lesson objective to develop into a direct instruction lesson plan o Include a review materials o Include a scripted lesson that includes modeling, guided practice and independent practice Daily Data Collection System that correlates with your unit objective and task analysis Advanced Written Language Weekly Task Analysis and Lesson Plan Write a PLAAFP based on your student data or use the PLAAFP provided Write an IEP goal, unit goal and weekly goal that includes audience, behavior, and conditions Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions Choose one lesson objective to develop into a direct instruction lesson plan o Include a review materials o Include a scripted lesson that includes modeling, guided practice and independent practice Daily Data Collection System that correlates with your unit objective and task analysis

5 CPSE 430 RTI Practicum 5 Date Assignment Due 1/13 Getting Ready for DIBELS 1/27 DIBELS Benchmark 1/27 DIBELS Progress Monitoring Materials 2/10 DIBELS Progress Monitoring and Survey Level Assessment 2/17 DIBELS Progress Monitoring 3/3 DIBELS Progress Monitoring Maze Benchmark 3/17 DIBELS and Maze Progress Monitoring Writing CBA 3/31 DIBELS and Maze Progress Monitoring 4/7 Poster Presentation Instructions Follow instructions on Getting Ready for DIBELS worksheet and bring the materials to class -Give ISF Kindergarten Benchmark 1 -Give LNF, PSF, NWF 1 st Grade Benchmark 1 -Give ORF 1 st Grade Benchmark 2 Bring the following DIBELS Progress Monitoring materials to class -Initial Sound Fluency (ISF) -Phoneme Segmentation Fluency (PSF) -Nonsense Word Fluency (NWF) Bring the following DIBELS Progress Monitoring materials to class -Oral Reading Fluency (ORF) Grades 1-6 Monitoring 1 st assessment (ISF, PSF, or NWF) -Survey level assessment to determine reading level Monitoring 2 nd assessment (ISF, PSF, or NWF) Monitoring 1 st Assessment ORF on reading level -Maze first assessment on reading level Monitoring 3 rd assessment (ISF, PSF, or NWF) Monitoring 2 nd assessment ORF on reading level -Maze 2 nd assessment -Writing CBA Monitoring 4 th assessment (ISF, PSF, or NWF) Monitoring 3 rd assessment ORF on reading level -Maze 3rd assessment -Intervention Assignment -Poster Presentation in Class CPSE 430 Grading Sheet

6 6 Please include as a completed grading sheet as the first page of your Language Arts portfolio Assignment Points Grade Phonological and Phonemic Awareness Weekly 10 Task Analysis Phonological and Phonemic Awareness Lesson 10 Plan and Data Collection System Alphabetic Principle Weekly Task Analysis 10 Alphabetic Principle Lesson Plan and Data 10 Collection System Vocabulary Weekly Task Analysis 10 Vocabulary Lesson Plan and Data Collection 10 System Comprehension Weekly Task Analysis 10 Comprehension Lesson Plan and Data Collection 10 System Reading Mastery Lesson 10 Writing CBA 10 Beginning Writing Weekly Task Analysis 10 Beginning Writing Lesson Plan and Data 10 Collection System Advanced Writing Weekly Task Analysis 10 Advanced Writing Lesson Plan and Data 10 Collection System RTI Practicum Assignments Points Grade Getting Ready for DIBELS 5 DIBELS Benchmark One 10 DIBELS Progress Monitoring Materials ISF, PSF, 5 NWF DIBELS Progress Monitoring Materials ORF 5 DIBELS Progress Monitoring Assessment One 10 ISF, PSF, or NWF and Survey Level Assessment DIBELS Progress Monitoring Assessment Two 10 ISF, PSF, or NWF and ORF Assessment One Maze first assessment DIBELS Progress Monitoring Assessment Three 15 ISF, PSF, or NWF and ORF Assessment Two Maze second assessment Writing CBA DIBELS Progress Monitoring Assessment Four 10 ISF, PSF, or NWF and ORF Assessment Three Maze third assessment Intervention Assignment 20 Poster Presentation 25 Reading Portfolio Final Submission 20 Total 275 Point deductions: Late assignments 10% each class day

7 Unexcused absence 2 points 7 Grading: A % B C D A B C D B C D E < 61 COURSE SCHEDULE

8 8 Date Lectures Class Assignments 1/6 -Intro to course -National Reading Panel Report -Response to Intervention in Language Arts Instruction 1/13 DIBELS Training Reading Instruction for Students who are At Risk or Have Disabilities Ch 1 1/20 Language Development Dr. Gordon Gibb 1/27 Phonemic Awareness Reading Instruction for Students who are How do I plan instruction? At Risk or Have Disabilities How do I teach beginning Ch 2 readers? How do I teach older readers? 2/3 The Alphabetic Principle How do I plan instruction? How do I teach beginning readers? How do I teach older readers? 2/10 Advanced Word Reading and Fluency How do I plan instruction? How do I teach beginning readers? How do I teach older readers? Reading Instruction for Students who are At Risk or Have Disabilities Ch 3 & 4 Phonemic Awareness weekly task analysis, lesson plan, and data collection Reading Instruction for Students who are At Risk or Have Disabilities Ch 5 Alphabetic Principle weekly task analysis, lesson plan, and data collection Practicum Assignments Due in Class Today -Getting Ready for DIBELS assignment Practicum Setting DIBELS Benchmark Due in Class Today Monitoring Materials ISF, PSF, NWF -DIBELS Benchmark Protocols Practicum Setting Monitoring (ISF, PSF, NWF) Due in Class Today Monitoring Materials ORF grades 1-6 Practicum Setting - -Survey Level Assessment 2/17 Vocabulary Reading Due in Class Today

9 9 How do I plan instruction? How do I teach beginning readers? How do I teach older readers? 2/24 Comprehension How do I plan instruction? How do I teach beginning readers? How do I teach older readers? 3/3 Beginning Written Language How do I plan instruction? How do I teach beginning writers? 3/10 Advanced Written Language How do I plan instruction? How do I teach older writers? Instruction for Students who are At Risk or Have Disabilities Ch 6 ECRI New words lesson and materials Reading Instruction for Students who are At Risk or Have Disabilities Ch 7 Vocabulary weekly task analysis, lesson plan, and data collection Teaching Students with Learning Problems Ch. 10 Comprehension weekly task analysis, lesson plan, and data collection Beginning writing weekly task analysis, lesson plan, and data collection 3/17 Reading Mastery Training Advanced writing weekly task analysis, lesson plan, and data collection (ISF,PSF, or NWF) -Survey Level Assessment -Data Collection Graph (ISF, PSF, or NWF) -Data Collection Graph ORF Practicum Setting Monitoring (ISF, PSF, NWF, ORF) -Maze Benchmark Due in Class Today (ISF,PSF, or NWF) ORF -Maze Benchmark -Data Collection Graphs (ISF, PSF, or NWF), ORF, Maze Practicum Setting Monitoring (ISF, PSF, NWF, ORF) -Maze Benchmark -Writing CBA Due in Class Today (ISF,PSF, or NWF) ORF -Maze Progress Monitoring -Data Collection Graphs (ISF, PSF, or NWF), ORF, Maze -Writing CBA 3/24 Reading Mastery Training Reading Mastery Practicum Setting

10 10 3/31 Reading Mastery Teach Lessons in Class Teacher s Guide Reading Mastery Lesson 4/7 Presentations Intervention Assignment Monitoring (ISF, PSF, NWF, ORF) -Maze Benchmark Due in Class Today (ISF,PSF, or NWF) ORF -Maze Benchmark -Data Collection Chart (ISF, PSF, or NWF), ORF, Maze Poster Methodologies: Multimedia presentations, interactive demonstrations, small group collaborative activities, mastery presentations. Course expectations Adhere to the Honor Code and dress and grooming standards Attend all class sessions Actively participate in course activities Complete and submit assignments when scheduled Use effective problem solving strategies Mission of Brigham Young University Special Education We maximize the potential of learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically: Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs. Prepare master special educators who provide leadership in problem solving and collaborative relationships with professionals and families. Add to the knowledge base of special education and related disciplines through research. Serve and advocate for learners with individualized educational needs and others who support them Preventing Sexual Harassment Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. The BYU policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at or (24 hours); or contact the Honor Code Office at

11 11 Students with Disabilities Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the University Accessibility Center ( ). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at , D-282 ASB. Diversity The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds. Visitors All visitors must be approved by the instructor prior to coming to class. Please give instructor 24 hours notice. Note 1. The Family: A Proclamation to the World. The Church of Jesus Christ of Latter-day Saints, Intellectual Reserve, Bibliography Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: National Institute for Literacy. Available at: Carnine, D. W., Silbert, J., Kame enui, E. J., Tarver, S. G. (2004). Direct instruction reading (4 th ed.). Upper Saddle River, NJ: Pearson. Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), Gersten, R. & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities. Learning Disabilities Quarterly, 22, Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32,

12 12 Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), U. S. Department of Education (2002). Guidance for the Reading First Program. Washington, D. C.: Office of Elementary and Secondary Education. Available at: Wren, S. (2002). Ten myths of reading instruction. Austin TX: Southwest Educational Development Laboratory. Available at 1. Go to Getting Ready for DIBELS TM 2. Go to DIBELS Downloads tab at top of official home page. 3. Go to sign up here to apply for user name and password. 4. When received via , login to DIBELS Materials Download page. 5. Agree with the agreement, whether you read it or not. 6. Download and print the DIBELS Administration and Scoring Guide. 7. Download and print Kindergarten Benchmark Assessment Booklet - Including ISF pictures for Student Stimulus Materials. 8. Download and print 1 st Grade Benchmark Assessment Booklet.

13 13 9. Do not have the materials bound before you come to class. 10. Keep these materials together in the order they print and bring to class. They will look strange when you print them out. Resist the urge to rearrange them and just bring them to class as they are.