Education Assignment 1AM

RED 0552 - Diagnosing Reading Difficulties of Diverse Learners

I. Course Information Course: RED 0552 - Diagnosing Reading Difficulties of Diverse Learners Semester Credit Hours: 3.0 Course CRN and Section: 22261 - L01 Semester and Year: Fall 2024 Course Start and End Dates: 08/19/2024 - 10/13/2024 Building and Room: Online Venue - CANVAS

II. Instructor Information Professor: Dr. Melissa M Patrylo Email: [email protected]

III. Class Schedule and Location Day Date Time Location Building/Room

08/19/2024 - 10/13/2024 Programs On-line Online Venue-CANVAS

IV. Course Description Catalog Description This course familiarizes the students with a variety of techniques both formal and informal, for assessing reading levels diagnosing reading disability, and measuring achievement. Techniques for assessing reading level and readability are explored. Prerequisite: RED 0570.

V. Course Objectives / Learning Outcomes 1: Examine a variety of reading assessments in order to effectively and efficiently assess students to determine independent, instructional, and frustration reading levels. 2: Show understanding of the need for on-going assessment and the use of observation, formal, and informal assessment data to drive instructional decisions. 3: Demonstrate competency in administering, scoring, analyzing, and using a variety of informal literacy assessments. By the end of this course, candidates will be able to:

1. Identify the competencies that should be examined in an teaching and assessing emergent readers and writers, beginning and fledgling readers and writers, and developing readers (CAEP 1; FEAP a.1.c; InTASC 1,7; ILA1.1, 3.2; REC 3.1, 3.2)

1. Demonstrate understanding of RtI and how it is used as an assessment tool. (CAEP 1; FEAP a.1.d; InTASC 6; ILA 1.1, 3.3; REC 3.5, TESOL 4)

1. Select, administer and interpret diagnostic tests, interest inventories, and informal reading inventories to assist in the diagnosis of students' learning needs to guide instruction and to plan appropriate intervention strategies. (CAEP 1; FEAP a.1.d; InTASC 6; ILA 3.1; REC 3.2; TESOL 4)

4.Interpret results obtained from student records and teacher observation to assist in the diagnosis of students’ learning needs. (CAEP 1; FEAP a.1.e; InTASC 1, 6; ILA 3.2; REC 3.5, 3.9, 4.4; TESOL 4) 5.Administer and use information from formal and informal assessments.(CAEP 1; FEAP a.1.d, a.1.e;

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InTASC 1, 6; ILA 3.2; REC 3.5, 4.14; TESOL 4) 6.Review assessment data about individual students to determine their entry-level skills, deficiencies, academic progress, and personal strengths, and to modify culturally responsive instruction-based assessment for an individual student (CAEP 1; FEAP a.1.d, a.1.e; InTASC 1, 6; ILA 3.2; TESOL 4)

1. Convey information to a variety of audiences (ILA 3.4; CAEP 1; FEAP a.2.e, a.4.e; InTASC 1, 6; ILA 3.4; TESOL 4)

1. Describe the characteristics of dyslexia (CAEP 1; ILA 4.1; InTASC 4, 5) 9.Demonstrate introductory understanding of special education issues. (CAEP 1; ILA 2.1, 2.3, 4.1; InTASC 4, 5) 10. Identify formal test results and use them to compare and analyze scores at three grade levels.(CAEP 1; FEAP a.1.e; InTASC 1, 6; ILA 3.3; REC 3.5; TESOL 4)

1. Complete a field experience (CAEP 1, ILA 7.3) 1. Identify factors that can affect reading performance.CAEP 1, ILA 4.3). 1. Identify various formal assessmnts. (CAEP 1, ILA 3.2) 1. Identify characteristics of good teachers. (CAEP 1, ILA 4.1) 1. Examine the importance of reading and teaching with texts (CAEP 1, ILA 5.2).

VI. Materials and Resources Book Url: NSU Book Store Course Required Texts and Materials: Required Texts and Materials: NOTE: You will also use these textbooks in RED 555.

American Psychological Association. (2020). Publication manual of the American Psychological Association 76th ed.). Author. [This is required for all FSEHS students]

Erekson, J.A., Opitz, M.F., & Schendel, R. (2020). Understanding, assessing, and teaching reading: A diagnostic approach. (8th ed.). Pearson. ISBN 978-0-13-517555-2.

Shanker, J.L., & Cockrum, W.A. (2019). Ekwall/Shanker Reading Inventory (7th ed.). Pearson. ISBN-13: 978-0-13-480201-5.

NOTE: Before purchasing textbooks, first check the course textbook list for updates at http://www.nsubooks.bkstore.com/ Required Journal Articles:

Week 1: Johnson, V. (Nov/Dec 2019). Dyslexia: What reading teachers need to know. The Reading Teacher, 73 (3), 339 – 346. https://doi-org.ezproxylocal.library.nova.edu/10.1002/trtr.1830

Special Education: Everything You Need to Know https://www.youtube.com/watch?v=H90Po8tHbOU

Week 3:

Hruby, G.G. (Mar/Apr 2019). Is my adolescent/adult struggling reader dyslexic? Journal of Adolescent & Adult Literacy, 62 (6), 673 – 676. https://doi-org.ezproxylocal.library.nova.edu/10.1002/jaal.953 Course Supplemental Materials: Suggested Supplemental Materials: American Psychological Association. (2020). APA style guide to electronic references (6 th ed.) Author. Publication manual of the American Psychological Association (6th ed.). http://lib.nova.edu/APAeRef

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Required Writing Tools: Go to grammarly.com and download this tool. You may use the free version or choose to upgrade to the paid, premier edition (unless you already have a similar program). This tool will highlight possible grammar and spelling errors. Make an appointment with a Writing Consultant at the Writing and Communication Center at https://www.nova.edu/wcc [or go directly to https://nova.mywconline.com/ to make an appointment for assistance with your writing skills, if requested by your instructor.

VII. Course Requirements Course Requirements:

This course is a prerequisite for RED 555.RED 555 should be taken directly after this course because you will be using the same school and the same student in your field experience. 1. Each candidate must acquire a working NSU email address for enrollment in all courses, whether or not instruction is live or online. To open an NSU email, go to http://www.nova.edu/resources/nsuidentity.html. 2. Each candidate must use the appropriate programs/files (i.e., Microsoft Word, PDF, and JPG) When taking online courses in order to insure that the instructor can open and grade written work. 3. Candidates who are enrolled in an online section of the course must procure a headset with a microphone for live class sessions. The sessions are interactive and the microphone enables oral participation. Cameras should be turned on for chats.

This course requires a Field Experience. Security Clearance must be obtained---and be current--- pursuant to your district’s requirements---BEFORE placements can be requested. If you are not already in a school, follow the instructions below. This course requires you to complete a field experience.

You must request a placement within the first week of class.

Please go to https://education.nova.edu/students/current-students/gtep/office-of-placement-services.html for applications and additional information.

Your placement must be coordinated through the Office of Placement Services (Jodi Miller – jmiller2@ nova.edu ). The placement process is coordinated through University and County officials only. Direct school contact is not permitted.

à Security Clearance for PreK-12 Field Experiencesß

If you are an employee of the school or school district where you will be completing your field experience, you will need to share evidence of your security clearance. If you are not already an employee of the school district or school where you will be completing your field experience, you may be required to complete security clearance procedures before you are permitted to start your field experience. This may include a background check, drug testing, fingerprinting, etc. Click on the “School-Based Field Experience” tab at https://education.nova.edu/stud ents/current-students/gtep/office-of-placement-services.html for information about obtaining security clearance in your state. For further assistance, contact the Office of Placement Services (Jodi Miller – j [email protected]). Additional information on ethical standards for teachers in Florida is provided online at the Office of Professional Practices (http://www.fldoe.org/edstandards/). Similar information is available on most states’ department of education websites.

Important: Placements take time to coordinate. Contact the Office of Placement Services as soon as possible.

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Once You Have Your Placement:

Report Demographic Information about Field Experience or Capstone Site

Students completing field experiences must submit the demographic information about their site to their instructor. The directions for doing so are provided in Assignment #3.

VIII. Course Schedule and Topic Outline Course Schedule: Week Topics Assignments and Due Dates

1 Understanding a Diagnostic Approach Defining a Diagnostic Approach RtI Models of the Reading Process Diagnostic Approach in Assessing and Teaching Reading Good Reader Characteristics Dyslexia: What Reading Teachers Need to Know

Special Education:

Everything You Need to Know

Readings: Erekson et al. Ch. 1 Johnson, V. (Nov/Dec 2019). Dyslexia: What reading teachers need to know. The Reading Teacher, 73 (3), 339 – 346. https://doi-org.ezproxylocal.librar y.nova.edu/10.1002/trtr.1830

Special Education: Everything You N

eed to Know https://www.youtube.com/watch? v=H90Po8tHbOU Objectives 1, 8, 9

2 Factors Affecting Reading Performance Differentiating between In- School and Out-of-School Factors Educational Factors Out-of-School Factors Principles of Reading Recovery

Readings: Erekson et al. Ch. 2 Lewis, K. Lessons learned: Applying principles of reading recovery in the classroom. The Reading Teacher, 71 (6), 727 – 734. Assignments: Assign. #2 Observation 1 Objective 12

3 Classroom Assessments Assessment: The Big Picture Three Guiding Questions Authentic Performance-Based Assessment Portfolio Assessment Uses of Observation Anecdotal Records Checklists Other Informal Assessment Techniques Is My Adolescent Dyslexic?

Readings: Erekson et al. Ch. 3 Hruby, G.G. (Mar/Apr 2019). Is my adolescent/adult struggling reader dyslexic? Journal of Adolescent & Adult Literacy, 62 (6), 673 – 676. https://doi-org.ezproxylocal.librar y.nova.edu/10.1002/jaal.953 Assignments: Assign. #2 Observation 2 Objectives 4, 6, 8

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4 Oral Reading Assessments Three Guiding Questions Understanding the IRI Administering, Scoring, and Interpreting the IRI Understanding Modified Miscue Analysis Administering, Scoring, and Interpreting the Modified Miscue Analysis Understanding a Running Record Administering a Running Record Scoring and Interpreting a Running Record

Readings: Erekson et al. Ch. 4 Assignments: Assign. #2 Observation 3 Assignment #3 due Objectives 2, 3, 4

5 Commercial Tests Understanding Test Purposes Criteria for Good Tests Standardized Tests Norm-Referenced Tests Criterion-Referenced Tests Indicator Tests

Readings: Erekson et al. Ch. 5 Assignments: Assign. #2 Observation 4 Objective 13

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QUIZ: Following the assigned readings and classroom discussion, you will complete a quiz, which consists of the following questions: (1) Submit a written summary of the characteristics of reading assessments, which includes written definitions and examples of the following: Test reliability; Mean; Standard error of measurement; Reliability; Validity; Major types of derived scores from standardized tests; The difference between formal and informal assessments and the purposes of each; Characteristics of quantitative and qualitative assessments; The purpose of screening; How to monitor progress; Compare and contrast norm and criterion-based assessments. (2) Answer the following questions: (a) On the Gray Oral Reading Test – Fifth Edition (GORT-5) what might an Oral Reading Index of 85 tell us about a reader’s fluency and comprehension abilities? (b) What are the scales of the GORT-5 and why would it be important to know the student’s performance in each of these areas?

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6 Becoming the Teacher with a Diagnostic Mindset The Diagnostic Mindset of Good Teachers Characteristics of Good Reading Teachers Four Teacher Roles From Assessment to Instruction

Readings: Erekson et al. Ch. 6 Assignments: Assignment #2 Observation 5 Assignment #4 Objective 14

7 Teaching with Texts Understanding the Importance of Reading Texts Understanding the Importance of Teaching with Texts Understanding and Teaching Text Types

Readings: Erekson et al., Ch. 7 Assignments: Assignment #1 Assigment #2 Observation 6 Objectives 3, 4, 5, 6

8 Chat #3 presentations (You will present a summary of your findings to your colleagues) Objectives 3, 4, 5, 6

IX. Instructional Methods Primary methods of instruction that are used for this course are discussions and discussion boards, chats, lectures, group activities, presentations, written assignments

X. Assignments Assignments:

Assignment #1 Individual Portfolio Assessment Note: The student you assess in this course will be the student you work with in RED 555. You must take RED 554 in Term 1 and RED 555 in Term 2.

Directions: Part One: Determining Reading Proficiencies and Difficulties

Identify a student who is reading below grade level by collaborating with the classroom teacher. Then assess the student, in no less than six one-on-one sessions, using a variety of informal and formal assessment tools (i.e., screening, progress monitoring, diagnostic, outcome measures; IRA Standard 3.3) across each component of reading development. The formal assessment results will be any state or district results the teacher has for the student. You may also review any psychoeducational reports or diagnostic test results available for the student. Select at least 6 appropriate informal assessments from the Ekwall/Shanker Inventory Part I Section II or Part II Section II after consultation with the teacher. You may also administer a formal test such as DIBELS if available. Discuss the IEP or 504 Plan and describe the process for identifying and implementing appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.

Part Two: Analysis of data

Collect data to determine the student’s strengths and weaknesses using both formal and informal assessment methods. Analyze the assessment data using the Ekwall/Shanker Reading Inventory. Record on assigned record form. (IRA Standard 3.2). For each testing instrument, provide the actual data, a brief explanation of the instrument and why it was used, and a detailed summary of the student’s

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results (scores) and performance on that instrument (ILA 3.2) (Copy and paste assessment forms from Assignment #2. You must submit at least 6 assessment forms.) From your analysis, identify trends that indicate adequate or inadequate progress in the student’s reading development. If your student is an English learner, discuss how you identified, selected, and administered language-appropriate assessments in reading. If your student was not an English learner, discuss how you would identify, select, and administer language-appropriate assessments in reading to students who are English learners. Describe how you would analyze and interpret assessment results and make modifications to an assessment administered in English to an English learner. Discuss the process of identifying, through assessments, the distinguishing characteristics of students who have a substantial deficiency in reading, including those who exhibit the characteristics of dyslexia, and discuss when it is appropriate to refer a student for additional assessment. For all learners, describe how you would document and use data within a systematic problem-solving process to differentiate instruction, intensify intervention and meet the needs of all students, including those who exhibit the characteristics of reading difficulties and dyslexia

Part Three: Implications and Recommendation for Instruction

Based on an analysis of the completed qualitative and quantitative assessment data, triangulate and summarize all findings to address the student’s strengths and needs, including the student’s reading levels, (decoding and comprehension, three levels each), writing competencies and behaviors, spelling stage/level, and specific recommendations for instruction. Match the student’s instructional levels and interests with classroom materials, appropriate texts, and cultural and linguistic background to assessment results. Make recommendations for evidence- based intervention strategies, (ILA 3.3) and identify appropriate assessments and accommodations for progress monitoring. Part Four: Share Results with an Audience Share case study results and recommendations (orally and in writing) with a team consisting of the student’s classroom teacher, parents or guardian, and any others who work with him/her and/or your course colleagues and instructor Describe how you would engage and support the caregiver/family in evidence-based language and reading development activities for their child/adolescent. (ILA 3.4) Scoring Rubric for Assignment #1 Element Not Met Met Exceeded

Points 0 – 3 4 5

Part One: Candidates participate in and lead professional learning experiences to assist teachers in selecting, administering, analyzing, interpreting assessments, and using results for

The candidate demonstrated little or no competency in using assessment information to plan and evaluate instruction.

The candidate demonstrated competency in using assessment information to plan and evaluate instruction.

The candidate demonstrated exceptional competency in using assessment information to plan and evaluate instruction.

instructional decision making in classrooms and schools. (ILA Standard 3.3)

Points 0 – 7 8 - 9 10

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Part Two: Candidates collaborate with colleagues to administer, interpret, and use data for decision making about student assessment, instruction, intervention, and evaluation for individual and groups of students. (ILA Standard 3.2)

The candidate demonstrated little or no competency in selecting, developing, administering, & interpreting assessment data

The candidate demonstrated competency in selecting, developing, administering, & interpreting assessment data

The candidate demonstrated exceptional competency in selecting, developing, administering, & interpreting assessment data

0 – 11 12 - 14 15

Part Three: Candidates participate in and lead professional learning experiences to assist teachers in selecting, administering, analyzing, interpreting assessments, and using results for instructional decision making in classrooms and schools. (ILA Standard 3.3)

The candidate did not summarize assessment results and/or did not give recommendations based on the data, and/or did not explain two intervention strategies based upon interpretation of the data.

The candidate summarized assessment results and gave recommendations based on the data, and explained two intervention strategies based upon interpretation of the data.

The candidate summarized assessment results and gave several recommendations based on the data, and explained more than two intervention strategies based upon interpretation of the data.

0 – 7 8 - 9 10

Part Four: Candidates, using both written and oral communication, explain assessment results and advocate

The candidate did not explain results to others.

The candidate explained results and strategies to the teacher and others in the classroom.

The candidate explained results and strategies to the teacher and others in the classroom and colleagues via chat

for appropriate literacy and language practices to a variety of stakeholders, including students, administrators, teachers, other educators, and parents/ guardians. (ILA Standard 3.4)

or discussion board. The candidate

Total Possible Points 40 Due: Week 7 Total Points: 40 Objectives 3, 4, 5, 6 Points will be taken off for the following:

Incorrect title page format or missing title page (See Appendix B for APA format) References/citations missing or incorrect APA format Excessive incorrect grammar Excessive incorrect spelling Excessive incorrect sentence structure

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Late submission Assignment #2 Assessment Session Forms (See Appendix A)

1. Candidates will schedule 6 assessment sessions (at least 30 minutes per session) with a struggling reader. Review assessment data, medical history, report cards, and any action plans for the student. Candidates should also discuss the student’s’ strengths and needs with any teacher who works with him or her.

2. Assessment Session #1 should include an Interest Inventory for the purpose of getting to know the student. Depending on the student’s grade level, this can be done orally or in writing WITH the student. (Ekwall/Shanker Reading Inventory, p. 51)

Note: Sitting NEXT to the student at each assessment session will provide better results as opposed to sitting ACROSS from the student. Use a clipboard and encourage the student to show you everything he or she knows.

1. For Sessions #2 - #6, select at least 6 appropriate informal assessments from the Ekwall/Shanker Inventory Part I Section II or Part II Section II after consultation with the teacher. You may add a writing sample, Dibels, etc. as supporting assessments must but use Ekwall/Shanker for the 6 assessments.

1. For each assessment session, candidates will document the session on the Assessment Sessions

Form. See Appendix A. 1. Completed Assessment Forms will be submitted to the instructor WEEKLY, for evaluation and

feedback. All six approved completed Assessment Forms will be included in the CASE STUDY (Assignment #1: Part 2).

1. Information should include goals, assessment administered, observations during the session, and a summary of what the student CAN DO and what the student NEEDS (data analysis).

1. Each form should be typed, using the model form shown in Appendix A. 1. A minimum of six (6) completed forms will be completed, one per week. See instructor for weekly

due dates. Due: Sessions 2-7 Total Points: 15 Objectives: 1, 2, 3, 4, 5 Points will be taken off for the following:

Incorrect title page format or missing title page References/citations missing or incorrect APA format Excessive incorrect grammar Excessive incorrect spelling Excessive incorrect sentence structure Late submission

Scoring Criteria for Assignment #2 Assessment Session Forms Criteria Points Earned Total Possible Points

Assessments Selected Rationale for Selection

/2.5 2.5

Assessment Results /2.5 2.5

Observations During Assessments

/2.5 5.0

Assessment Analysis & Reflection

/2.5 5.0

Total Possible Points /10 15 Assignment #3

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Collection of Demographic Data for Clinical and Field Experiences Directions: Students completing field experiences must submit the demographic information about their site. Submit the demographic information about the site of your field experience. Login to Sharklink, if you do not see the LiveText icon, use the left menu and select applications, this will populate all applications in alphabetical order. Click the LT icon; if a password is requested, click forgot password and reset to your current Sharklink password. Course will show on your dashboard; click course title to open and submit the Demographic data activity. Submit the Demographic data form using information found at: Public School: https://nces.ed.gov/ccd/schoolsearch/ Private School: https://nces.ed.gov/surveys/pss/privateschoolsearch/ Note: You will not receive the final grade until this is submitted. Please submit a copy to the instructor via the assignments tab. Due: Week 4 Total Points: 0 This must be completed to receive the grade for Assignment #1.

Assignment #4:

RtI Screening and Plan of Action Based on a Case Study Directions: Using the case study located in Appendix C, determine Johnny’s specific areas of strength and weakness. What does the Standard Score indicate for each area? What does the Age-Equivalent score indicate for each area? What does the Grade-Equivalent score indicate for each area? What does the Percentile Rank score indicate for each area? Develop 2 specific classroom activities including Smart Goals that can be implemented to address each area you identified as an area of weakness. What steps will you take to monitor progress? Develop 2 specific home activities that can be implemented to address each area you identified as an area of weakness. How will you work collaboratively with Johnny’s Mom/Dad to track progress in the home? Write a detailed summary of the test results that you will provide to Johnny’s mom so that she will understand in layman’s terms what the assessment indicates. To gain an understanding of what the scores represent, review the information in the following Web pages- ---- http://downloads.pearsonclinical.com/images/Assets/KTEA-III/KTEA-3-Parent-Report.pdf This link will define what each area of the KTEA assesses. This is helpful in developing your specific classroom/home activities. The below links discuss various test-relates scores. Use additional resources (books, Websites, etc.) as needed to complete this assignment. https://www.gpschools.org/cms/lib/MI01000971/Centricity/Domain/678/understandinggradeequivalents- annotated.pdf. https://www.theedadvocate.org/a-guide-to-age-equivalent-test-scores/ Element Not Met

0 – 15 points Met 16 – 19 points

Exceeded 20 points

Summary and Analysis of the RtI Reports

No summary or analysis of the RtI Report was included in the submission. No/only 1 area of strength/weakness was identified

A summary and analysis of the RtI Report was included in the submission. The submission included 2 specific areas of strengths/weaknesses

A summary and analysis of the RtI Report was included in the submission. The submission included 2 specific areas of strengths/weaknesses and 2 classroom activities to address areas of weakness

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Development of SMART Goals and Learning Objectives

The development of SMART Goals and Learning Objectives to address the areas of weakness was not included in the submission, OR The submission includes SMART Goals but does not feature learning objectives.

The submission includes SMART Goals and at least ONE learning objective for every SMART Goal.

The submission includes SMART Goals and at least TWO learning objectives for every SMART Goal.

Use of Evidence Based Strategies to Address Learning Objectives.

The use of evidence based strategies to address the learning objectives is not present in the submission, or if included, includes 2 or less learning objectives.

An evidence-based intervention to address at least THREE learning objectives is present in the submission.

An evidence-based intervention to address ALL of the learning objectives is present in the submission.

Methods for Monitoring Student Progress

The submission does not include a method for monitoring student progress. If there is a mention of assessing student progress, only one assessment approach is included

The submission describes a method to monitor student’s progress using TWO assessment tools to show the student’s achievement and learning gains.

The submission describes a method to monitor the student’s progress using THREE assessment tools to show the student’s achievement and learning gains.

Summary Report A summary report was included but did not provide information in layman’s terms (void of technical terms relating to the assessment)

A summary report in layman’s terms was provided and included steps to update the family on Johnny’s progress

A summary report in layman’s terms was provided and included steps to update the family on Johnny’s progress. Also strategies for continued improvement that can be implemented in the home were included.

Due: Week 6 Total Points: 20

Objectives 2, 4, 6

Points will be taken off for the following: Incorrect title page format or missing title page References/citations missing or incorrect APA format Excessive incorrect grammar Excessive incorrect spelling Excessive incorrect sentence structure

Late submission

Participation:

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Prepare for, attend, and participate actively in all class and/or online mandatory collaborative online sessions, and complete all activities assigned. This grade will be given by the instructor based upon the quality of discussions. Total: 15 points Due Weeks 1 – 8

XI. Assessments See Assignments

XII. Grading Criteria Final Course Grade: Final Course Grades Assignment Points Due Week #

#1 Individual Portfolio Assessment 40 7

#2 Assessment forms 15 2 - 7

#3 Demographics 0 4

#4 RtI Screening 30 6

Participation 15 1-8

Total: 100

Master's & EdS Grading Scale

Letter Grade

Percentage Quality Points

A 90-100 4.0

B 80-89 3.0

C 70-79 2.0

F Below 70 0.0

As of August 19, 2019

XIII. Course Policies Successful completion of all assignments

XIV. University Policies Sexual violence and sexual harassment are contrary to our core values and have no place at Nova Southeastern University. In accordance with Title IX and other laws, NSU prohibits discrimination, including sex-based discrimination and discrimination towards pregnant/parenting students. If you or someone you know experiences sexual violence and/or sexual harassment, there are resources and options available. To learn more or to report an incident, please visit the NSU Title IX website at www.nova.edu/title-ix. Please be aware that your instructor is not a confidential resource, and the instructor is required to report any incident of sexual misconduct to the NSU Title IX Coordinator. Alternatively, you may choose to contact Laura Bennett, Title IX Coordinator, directly at

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[email protected], 954-262-7858 to report an incident or receive support and resources. Nova Southeastern University (NSU) is a majority-minority institution, with graduates from more than 115 countries around the world, as well as a university recognized as a Hispanic-Serving Institution (HSI). As such, we find ourselves with the unique opportunity to invite all members of our community to learn from and appreciate others and to create a learning community that exemplifies inclusiveness and respect for diversity. We are committed to educating our students, interacting with colleagues, and engaging with our campus community in a manner that is respectful of all cultural traditions and practices, gender identities and expressions, sexual orientations, age, religious/spiritual beliefs, and in all areas that distinguish individuals. Respect for Diversity: It is the intent that students from all diverse backgrounds and perspectives be well served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength, and benefit. It is the intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated.A. Academic Misconduct The University, as a community of scholars, embraces the free expression of ideas in furthering the acquisition of knowledge, while upholding the principles of trust, responsibility, honor, integrity, and ethical behavior in meeting program and degree requirements. As such, students are expected to adhere to a standard of academic honesty in all work submitted. Violations of academic honesty standards constitute academic misconduct, and violate the NSU Code of Student Conduct and Academic Responsibility, available online http://education.nova.edu/students/current-students/studentcataloghandbook.html.

The following acts violate the academic honesty standards and will result in a finding of academic misconduct: 1. Cheating in any form: intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise, or having others complete work or exams and representing it as one's own. 2. Fabrication: intentional and unauthorized falsification or invention of any information or citation in an academic exercise. 3. Facilitating academic dishonesty: intentionally or knowingly helping or attempting to help another to violate any provision of this code. 4. Plagiarism: the adoption or reproduction of ideas, words, or statements of another person as one's own without proper acknowledgment (see Academic Honesty Standards). 5. Conspiracy to commit academic dishonesty: assisting others to commit acts of academic misconduct 6. Misrepresentation: intentionally making false statements or omissions of facts in a contract. Examples include, but are not limited to portfolios, cover sheets, and clinic, training station, and practicum agreements. 7. Bribery: offering of goods, services, property, or money in an attempt to gain an academic advantage. 8. Forging or altering documents or credentials: examples include, but are not limited to signatures, dates, and other information on portfolios, cover sheets, and clinic, training station, and practicum agreements. 9. Knowingly furnishing false information to the institution.

Penalties for academic misconduct can range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. Academic misconduct may also result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Students may not withdraw from a course in progress to avoid a failing grade upon receiving notice that academic misconduct may have occurred.

Note: If a charge of academic misconduct is determined in a course, any student-initiated withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course.

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B. Plagiarism Work that is submitted for credit must be the original work of the student. Original work: Assignments, such as course preparations, exams, texts, projects, term papers, practicum, or any other work submitted for academic credit must be the original work of the student. Original work may include the thoughts and words of another author. Entire thoughts or words of another author should be identified using quotation marks. At all times, students are expected to comply with the university and/or program center’s recognized form and style manual and accepted citation practice and policy. Work is not original when it has been submitted previously by the author or by anyone else for academic credit. Work is not original when it has been copied or partially copied from any other source, including another student, unless such copying is acknowledged by the person submitting the work for the credit at the time the work is being submitted, or unless copying, sharing, or joint authorship is an express part of the assignment. Exams and tests are original work when no unauthorized aid is given, received, or used before or during the course of the examination, reexamination, and/or remediation.

The use of Artificial Intelligence : Students' use of generative artificial intelligence (e.g., ChatGPT, Google Bard, Dall-E, Midjourney, etc.) or similar resources on any coursework or academic assessments without the prior permission of their faculty member, or the use of these resources in any way that violates the academic standards of NSU and/or a student's academic program, is expressly prohibited.

Tendering of information: All academic work must be the original work of the student. Knowingly giving or allowing one’s work to be copied, giving out exam questions or answers, or releasing or selling term papers is prohibited. This includes the posting of course content, exam questions and/or answers, or other work submitted for academic credit to online sources or otherwise making such materials publicly available without the prior consent of appropriate faculty members and/or their academic program.

Any assignment that is not the original work of the student is considered plagiarized and in violation of the Code of Student Conduct and Academic Responsibility. Plagiarism occurs when another person's work, words, or ideas are represented as one's own without the use of a school-recognized method of citation (e.g., copied from another source such as an author or another student without properly acknowledging the actual writer/author) or when another person's work is copied or otherwise duplicated for academic credit. Plagiarism also occurs when knowingly giving or allowing one's own work to be copied or otherwise duplicated by another for academic credit, or when resubmitting one's own work for academic credit (i.e., work that has previously been submitted for academic credit). Cutting and pasting from online sources on the Internet without proper acknowledgment and citation of primary and secondary sources (e.g., writers/authors/organizations) also constitutes plagiarism. Penalties for plagiarism may range from reduced grades on assignments or in courses, to failing grades on assignments or in courses, as determined by the course professor. A subsequent determination of plagiarism in a future course (i.e., a second violation) may result in dismissal from the Abraham S. Fischler College of Education and School of Criminal Justice without the possibility of re-enrolling at any time. Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarism. Students may not withdraw from a course in progress to avoid a failing grade or other consequence upon receiving notice that plagiarism may have occurred. If a charge of plagiarism is determined in a course, any student-initiated course withdrawal for that course will be administratively reversed and a grade of F will be entered on the student's transcript for that course [see Academic Misconduct]. Student access to online courses, and attendance at site-based courses, will be discontinued following a determination of plagiarism that results in an "F" for the course. All students are entitled to due process pursuant to Fischler College of Education policies and procedures.

C. Americans with Disabilities Act (ADA) Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. No qualified individual with a disability shall be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any activity, service, or program of the university solely by reason of his or her disability. Each qualified individual with a disability

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who meets the academic and technical standards required to enroll in and participate in Nova Southeastern University's programs shall be provided with equal access to educational programs in the most integrated setting appropriate to that person's needs through reasonable accommodation. At the postsecondary level, it is the student's responsibility to initiate the process for disability services. The process for obtaining a reasonable accommodation is an interactive one that begins with the student's disclosure of disability and a request for a reasonable accommodation. The student has the responsibility to provide Nova Southeastern University with proper documentation of a disability from a qualified physician or clinician who diagnoses disabilities and sets forth the recommended accommodations.

The necessary forms and procedures for requesting disability-related accommodations can be obtained from the NSU Office of Student Disability Services through its website at http://www.nova.edu/disabilityservices/index.html, via e-mail at [email protected], or by calling 954-262-7185 (toll-free at 800-986-3223, ext. 27185).

To ensure that reasonable accommodations can be provided in a timely manner, all forms and documentation should be submitted to the NSU Office of Student Disability Services a minimum of four (4) weeks prior to the commencement of classes for any given semester.

D. Course/Instructor Evaluation It is expected that all students will participate in the online Course/Instructor Evaluation at or near the end of the course. Notices of Course/Instructor Evaluation access are sent to registered students by NSU email.

E. The current edition of the FCE&SCJ Catalog and Student Handbook is available http://education.nova.edu/students/current-students/studentcataloghandbook.html. This document provides extensive information on University and FCE policies, regulations, and procedures. NSU Class Recording Policy: Class content throughout this course may be recorded in accordance with the NSU Class Recording Policy. If class content is recorded, these recordings will be made available to students registered for this course as a supplement to the classroom experience. Recordings will be made available to all students who were registered to attend the live offering of the class, regardless of a student’s section or discipline, or whether the student is participating in the course online. If recordings are intended to be accessible to students or third parties who were not registered for the live offering of the class, students’ personally identifiable information will be removed or redacted from the recording, unless (1) their written consent to such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family Educational Rights and Privacy Act (“FERPA”). Students are prohibited from recording audio or video, or taking photographs in classrooms (including online classes) without prior permission from the instructor or pursuant to an approved disability accommodation, and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course. Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to disciplinary action.

XV. Bibliography Bibliography:

Books and Articles A. Books and Articles:

Behrens, L.M., & Rosen, L.J. (2019). Writing and reading across the curriculum (14th ed.). Pearson.

Brozo, W.G. (2017). Disciplinary and content literacy for today’s adolescents (6th ed.) The Guilford Press.

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Dewitz, P.F., Graves, M.F., Graves, B.B., & Juel, C.F. (2020). Teaching reading in the 21st century: Motivating all learners (6th ed.). Pearson.

Echevarria, J., Vogt, M.E., & Short, D.J. (2018). Making content comprehensible for elementary English learners: The SIOP model (3rd ed.) Pearson.

Echevarria, J., Vogt, M.E., & & Short, D.J. (2018). Making content comprehensible for secondary English learners: The SIOP model (3rd ed.) Pearson .. Gillis, V.R., Boggs, G., & Alvermann, D.E. (2017). Content area reading and literacy: Succeeding in today’s diverse classrooms (8th ed). Pearson.

Gipe, J. (2019). Multiple paths to literacy: Assessment and differentiated instruction for diverse learners, K – 12 (9th ed.). Pearson.

Golnick, D.M., & Chinn, P.C. (2017). Multicultural education in a pluralistic society (10th ed.). Pearson. Gunning, T.G. (2020). Creating literacy instruction for all students (10th ed.). Pearson.

Mastropieri, M.A., & Scuggs, T.E. (2018). The inclusive classroom: Strategies for effective differentiated instruction (6th ed.). Pearson

Peregoy, S.F., & Boyle, O.F. (2017). Reading, writing and learning in ESL: A resource book for teaching K-12 English learners (7th ed.). Pearson.

Pressley, M., & Allington, R.L. (2017). Reading instruction that works (4th ed.). Guilford Press.

Reutzel, D.R., & Cooter, R.B. (2022). Teaching children to read: The teacher makes the difference (9th ed.) Pearson

Tompkins, G. (2018). Literacy for the 21st century. (7th ed.). Merrill Prentice Hall.

Vacca, R.T., Vacca, J.L., & Mraz, M.E. (2021). Content area reading: Literacy and learning across the curriculum (13th ed.). Pearson.

A. Peer-Reviewed Journals Journal of Adolescent and Adult Literacy Journal of Reading Language Arts Middle School Journal NASSP Bulletin Phi Delta Kappan Reading Horizons Reading Research Quarterly The Reading Teacher Teaching Exceptional Children The Harvard Review Voices from the Middle

1. Websites Florida Department of Education. Retrieved from http://www.firn.edu/doe/doehome.htm

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Florida Reading Association. Retrieved from http://www.flreads.org The International Literacy Association. Retrieved from www.reading.org Teachers of English to Speakers of Other Languages. Retrieved from http://www.tesol.edu

Additional Assistance with APA Formatting and Writing:

For assistance with writing, go to the Writing and Communication Center/SharkWrites at https://nsufl.libguides.com/c.php?g=746922&p=5351459 where there are writing-related resources. There is a link to make an appointment with a Writing Consultant (for a face-to-face or online meeting). There is another link for making an appointment with a library, for assistance with finding resources. Alvin Sherman Library, Research, and Information Technology Center. (2019). Plagiarism. Retrieved from http://nova.campusguides.com/plagiarism

American Psychological Association. (2019). APA style . Retrieved from http://www.apastyle.org/ American Psychological Association. (2019). APA style CENTRAL. Retrieved from http://lib.nova.edu/apastyle. Warlick, D., & The Landmark Project. (2000–2019). Son of citation machine. Retrieved from http://citationmachine.net/

Writing and Communication Center. (2019). SharkWrites. Retrieved from http://nova.campusguides.com/c.php?g=735534&p=5256292 [Writing resources, link to schedule assistance with writing; link for library assistance. Click on the Abraham Fischler College of Education link for additional writing resources.] [Note: you can find additional library guides at: http://nova.campusguides.com/fce ]

XVI. Appendix/Appendices APPENDIX A ASSESSMENT SESSION FORM

Tutor: Student’s Grade Level: Date: Session # Goals for this session: Assessments Administered (Name & Bibliographic Information) and Assessment Results (scores):

Observations:

Summary of data analysis (based on THIS session and on grade level benchmarks and/or standards): What CAN the student do, based on this session’s data findings? What does the student NEED in order to be ON or ABOVE grade level (be specific)? Performance Indicators

Not Met Met Exceeded

Code 3.1 (3.1) Understand types of assessments and their purposes, strengths, and limitations.

Did not demonstrate clear understandings of assessment types, purposes and limitations. (ILA 3.1)

Adequately demonstrates clear understandings of assessment types, purposes and limitations. (ILA 3.1)

Demonstrates exceptional understandings and application of assessment types, purposes and limitations. (ILA 3.1)

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Code 3.2 (3.2) Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.

Did not select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. (ILA 3.2)

Demonstrates ability to select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. (ILA 3.2)

Exceptional ability to select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes. (ILA 3.2)

Code 3.3 (3.3) Use assessment information to plan and evaluate instruction.

Does not utilize assessment information adequately to plan and evaluate instruction. (ILA 3.3).

Demonstrates ability to utilize assessment information effectively to plan and evaluate instruction. (ILA 3.3).

Demonstrates exceptional skills when utilizing assessment information to plan and evaluate instruction. (ILA 3.3).

Code 3.4 (3.4) Communicate assessment results and implications to a variety of audiences.

Unable to effectively communicate assessment results and implications to a variety of audiences. (ILA 3.4)

Demonstrates ability to effectively and confidently communicate assessment results and implications to a variety of audiences. (ILA 3.4)

Exceptional ability to effectively and confidently communicate assessment results and implications to a variety of audiences. (ILA 3.4)

Appendix B

Abraham S. Fischler College of Education & School of Criminal Justice Standard Format for Written Assignments

All students are expected to use the following format for all written course assignments: • Title Page • Body of Text • References (Check your course syllabus for additional assignment requirements.) Note: For doctoral students completing applied dissertation documents, the Format Guide for the Applied Dissertation [see https://education.nova.edu/applied-research/forms/fgad-2020-apa-7thed.final.pdf ] should be used. ESRP and all other students follow the Publication manual of the American Psychological Association (7th ed.).

Set 1” margins on all sides. Use left margin justification. Set the font default for 12 pt Times New Roman. Italics should be used only where required per section 6.22 of the Publication manual of the American Psychological Association (7th ed.). Do not use underlining, colors, running heads, page headers, or footers.

(Exception: page numbering, explained in the next bulleted item) Use the “Insert” function in MS Word to insert Arabic page numbers at the upper

right corner with the same font as the text (no “page”, “p.”, italics, periods, hyphens, underlining, or bold). Click on “Page Layout” and then “Page Setup”, select the “layout” tab and check the box before “different first page”. Click OK, and the first page will not have a page number. Begin page numbering on the first page of the body of the paper, not the title page.

Use white paper.

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The title page includes three single-spaced sections (see below), vertically and evenly spaced and centered. It does not have a page number. • Top section: Title of the Assignment (Upper and Lower Case Style) • Middle section: by Student’s Full Name Course prefix and number CRN Title of Course • Bottom section: Nova Southeastern University Month day, year [date of submission] [Insert a page break to start the first page of the body of your paper on a new page.] The body of the paper will start with the page number 1. • Indent ½” for each new paragraph (the usual default when you use the tab key). • Text is to be double-spaced • For headings and subheadings, follow the guidelines in section 2.27 of the APA Publication manual (7th ed.). • Use a “page break” to start on a new page; use a “section break” if you need to change the orientation (e.g., from portrait to landscape) of a page within the document. (Click on down arrow next to shortcut bar, select “More Commands” and add the “Insert Page and Section Breaks” to your shortcuts.) Then use another section break to return to the original orientation (e.g., landscape to portrait) for subsequent pages. The References list will start on a new page after the body of the paper (use a page break, if necessary). Pagination should be continuous throughout the body of the paper and the References section. The title is centered at the top of the page (as shown below). The rest of the instructions for references show how each item will look with a hanging indent.

References

Double-space each entry, using a hanging indent. To format for a hanging indent in MS Word, highlight the text, click on “Paragraph” in the “Home” ribbon, and in the “Indents and Spacing” tab (the default), click on the down arrow under “Special” and select “Hanging.” References are listed in alphabetical order by the last name of the first author or editor or the title of the organization. Do not include “Retrieved from” in front of URLs and do not include city and state abbreviation for publishers (these are changes from the 6th to the 7th ed.)

Appendix/appendices pages start on a new page following the References list (see section 2.14 in the APA Publication manual (7th ed.) for additional information about appendices). Each appendix is on a new page. Note: Follow the APA Publication manual (7th ed.) guidelines for any aspect of style that is not specifically addressed in this document or in your syllabus. Appendix C

Appendix C

Assignment #1 Case Study

Johnny, an 8-year-old student in your 3rd grade classroom seems to be having trouble completing the weekly reading worksheets. You also noticed that he has difficulty when asked to read out loud as part of the reading group. He is able to identify the letters of the alphabet but seems to have trouble identifying words while reading. During class activities, he seldom raises his hand to volunteer to read during “current events” time. His grade on the spelling tests each week are getting lower and lower, and you feel this is in

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part to the specific spelling words becoming more difficult. You discussed this with his mom, and she informed you that he really does not like complete homework that involves a lot of reading. She also mentioned that he had a vision screening 2 months ago, and his vision was reported to be in the normal range. You asked his mom if you could have the RtI coordinator assess Johnny on the Kaufman Test of Educational Achievement (KTEA) and she agreed. You informed her that this was only a screening evaluation and would not have any impact on his classroom placement at this time. The RtI coordinator completed the assessment and the results of the KTEA are as follows: AREA STANDARD SCORE AGE EQUIVALENT GRADE EQUIVALENT

Letter & Word Recognition 86 6-8 2.2

Reading Comprehension 84 6-3 2.0

Math Computation 95 7-9 3.0

Math Concepts & Applications 98 8-1 3.2

Spelling 87 6-5 2.1 Based on the above scores, determine Johnny’s specific areas of strength and weakness. What does the Standard Score indicate for each area? What does the Age-Equivalent score indicate for each area? What does the Grade-Equivalent score indicate for each area? What does the Percentile Rank score indicate for each area? Develop 2 specific classroom activities including Smart Goals that can be implemented to address each area you identified as an area of weakness. What steps will you take to monitor progress? Develop 2 specific home activities that can be implemented to address each area you identified as an area of weakness. How will you work collaboratively with Johnny’s Mom/Dad to track progress in the home? Write a detailed summary of the test results that you will provide to Johnny’s mom so that she will understand in layman’s terms what the assessment indicates.

Course Syllabus Management Team Lead Faculty: Zandra Stino, Ph.D. 813-506-3493 [email protected] Last Revised Date: August 2024

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