CALIFORNIA STATE UNIVERSITY SAN MARCOS
SCHOOL OF EDUCATION
EDMX 622: Literacy Education for Education Specialists (4 units)
[CRN 41922] and [CRN 41834]
Instructor: Toni Hood, Ed. D. | Office: UH 408 | Phone: 760-750-8513

E-mail: thood@csusm.edu

Office Hours: arranged individually

Course Meeting Time & Sites: Time: 5:00 pm-8:50 pm
Location: Wed.: U. Hall 441
                Thurs.: U. Hall 439

College of Education Mission
The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices. We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and on-going service. Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism and shared governance. (Adopted by COE Governance Community, October 1997) 
Course Description
This course was recently reconstructed and approved to include an additional focus on the Autism Authorization, and therefore this description may vary from the one in the University catalog. The course will focus on developing an advanced understanding of theory, methodology, and assessment in English Language Arts in integrated and inclusive K-12 classrooms. It includes significant additional instruction that relates specifically to special education. Students will explore strategies for teaching all facets of language arts: speaking, listening, reading, writing, thinking, and collaborating (although these are artificial separations), paying particular attention to scaffolding student learning for access and success. 
This course meets candidates’ requirements in this content area for consideration of a Concurrent Preliminary Multiple Subject/Level I Education Specialist Credential (Mild/Moderate), or an add-on Preliminary Multiple Subject/Level I Education Specialist Credential (Mild/Moderate); and the Autism Spectrum Disorder Added Authorization. In EDMX 622, credential candidates are provided instruction, experiences, and opportunities to become skilled in observing students’ language-using behaviors; and in using materials, strategies, and adaptations in approaches to language and literacy instruction for K-12 learners, including those who have various special learning characteristics. There is particular emphasis on teaching students with autism spectrum disorders and students who have atypical patterns of language and literacy development.
EDMX 622, in part, supplants the Multiple Subject courses EDMS/EDMI 522. This course addresses the new literacy standards, and Reading Instruction Competence Assessment (RICA) categories, supporting candidates’ successful completion of this State of California assessment, which is a required element of their teaching credential. The pedagogy of EDMX 622 also includes competencies contributing to the candidates’ Autism Spectrum Disorder Added Authorization.
Course Prerequisites
Admission to the School of Education is a prerequisite to this course. Additionally, the prerequisite for Credential Candidates: Successful completion of EDMX, EDMS, EDMI, or EDSS 521.
Course Objective #1:
 	As indicated in the following tables, given the pedagogy and experiences of EDMX 622, Level I Education Specialist Credential Candidates are expected to meet certain elements of  Education Specialist Standards 3, 4, 5, 10, 11, 13, and 15; as well as all of the elements of Education Specialist Standard 9. Candidates will also meet elements of the Multiple and Single Subject Standard 7 (A and B respectively); as well as certain elements of the Multiple Subject Standards 6, 9, and 13. Many of these standards support the candidate’s performance on the RICA. All of these standards will be met through class participation in activities, lectures, text readings, assignments, reflection journals, and discussions; as well as demonstrated in relevant observations and professional communications completed throughout the course.
KNOWLEDGE - Teacher candidates will:
•	Gain an understanding of how a first and second language is acquired.
•	Gain an understanding of the reading process and its relationship to thought, language and learning and the knowledge of reading content including: word analysis, fluency, vocabulary- academic language- and background knowledge, reading comprehension, literary response and analysis. 
•	Gain understanding of how to learn to read and write in first and second languages.
•	Become familiar with how to deliver a comprehensive program of systematic, explicit instruction in reading, writing, listening, and speaking aligned to the state adopted English Language Arts Content Standards and the Reading/Language Arts Framework (2007).
•	Become familiar with multiple monitoring measures within the three basic types of assessments (entry-level, progress monitoring, and summative) to determine students’ progress toward state adopted content standards. 
•	Become familiar with differentiated reading instruction and interventions to meet the needs of the full range of learners (including struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners) who have varied reading styles and levels, cognitive styles and levels, and language backgrounds. 
SKILLS - Teacher candidates will:
•	Become sensitive observers of children’s language using behaviors.
•	Demonstrate knowledge and ability to utilize multiple monitoring measures within the three basic types of assessments to determine students’ progress towards state adopted content standards: entry level assessment for instructional planning, monitoring student progress, post test or summative assessment. 
•	Be able to analyze and interpret results [of children’s reading and writing behaviors] to plan effective and differentiated instruction and interventions. 
•	Demonstrate knowledge of components of effective instructional delivery in reading, writing and listening and speaking. 
•	Develop the ability to select appropriate materials and instructional strategies to meet the individual needs of students and use State Board of Education (SBE)-adopted core instructional materials for both instruction and intervention. 
•	Develop the ability to differentiate literacy instruction in order to provide Universal Access.
•	Learn how to organize the classroom for teaching reading and writing to the full range of learners (including struggling readers, students with special needs, English learners, speakers of non-standard English, and advanced learners) who have varied reading styles and levels, cognitive styles and levels, and language backgrounds.
ATTITUDES AND VALUES – Teacher candidates will:
•	Develop an appreciation for children’s natural language abilities for processing and producing print.
•	Appreciate the need and value of integrating reading writing into all curricular areas.
•	Affirm the importance of a language rich environment for an effective language arts program.
•	Develop a sensitivity to and appreciation for culturally and linguistically diverse learners.
•	Develop a sensitivity to and appreciation for the importance of reading and writing for students’ own personal and professional growth.
•	 Develop a respect for each student, his/her abilities and background, and the student’s right to instruction that meets his/her individual needs.

Course Objective # 2:
Because this course is a required component of the candidates’ Autism Spectrum Disorder Added Authorization, candidates will meet all of the elements of Autism Authorization Standard 1. Given the pedagogy and experiences of EDMX 622, candidates are expected to develop effective instructional skills to accommodate, develop, and improve the literacy skills of students with autism spectrum disorder (ASD). This objective will be met as demonstrated through the assignment, Principled Lesson Design for Students with Autism Spectrum Disorder; virtual and authentic observations of students with ASD; class discussion of students with ASD; text readings; and other class activities.

Reading Instruction Competence Assessment (RICA)
The California Commission on Teacher Credentialing (CCTC) requires passing the Reading Instruction Competence Assessment (RICA) for the initial issuance of an Education Specialist Credential, unless the candidate holds a previously issued Multiple or Single Subject Credential. RICA consists of passing one of two components: either a comprehensive examination or a performance assessment. It is recommended that the RICA be taken after completion of EDMX, EDMS, EDMI, or EDSS 521.

Required Texts and Materials
1.	American Psychological Association (APA) (2010). Publication Manual of the American Psychological Association (6^th ed.). Washington, DC: APA. Access to the abridged version APA Manual (6^th ed.) will suffice:  http://flash1r.apa.org/apastyle/basics/index.htm [Required of all graduate-level courses]
2.	California Reading/Language Arts Framework (2007): Purchase or borrow a hard copy; or, if you bring your laptop to class, you may use this web site for in-class activities: http://www.cde.ca.gov/CI/cr/cf/documents/rlafw.pdf 
3.	Kluth, P., & Chandler-Olcott, K. (2008). A land we can share: Teaching literacy to students with autism. Baltimore: Paul H. Brookes.
4.	Krausz, M., & Hood, T (2008). The DECODERs’ First Adventure: A Flight of Greed and Glory. Loretto, PA: Star Publish LLC. 
5.	Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 6-12. Portland, ME: Stenhouse. 
6.	Villa, R. A., & Thousand, J. S. (2011). RtI: Co-teaching & Differentiated Instruction (tri-fold). Port Chester, NY: National Professional Resources, Inc. [Used in several Education Specialist program courses]
7.	Zarillo, J. J. (2010). Ready for RICA: A test preparation guide for California's Reading Instruction Competence Assessment (2^nd ed.). Upper Saddle River, NJ: Prentice-Hall. [Do not purchase if you have already passed RICA.]
8.	A journal with at least 50 blank pages

Web Resources and Other Recommendations
During this course, you will be accessing several Web sites. These may include:
1.	The abridged version of The American Psychological Association (APA) Manual (6^th ed.):  http://flash1r.apa.org/apastyle/basics/index.htm 
2.	Council for Exceptional Children: http://www.cec.sped.org/am/template.cfm?section=Home 
3.	Individuals with Disabilities Education Improvement Act of 2004  http://www.edlawrc.com/special_education.htm 
4.	Journaling and Graphic Organizers: http://www.sdcoe.k12.ca.us/score/actbank/tjournal.htm  
5.	National Council of Teachers of English: Adolescent Literacy: http://www.ncte.org/adlit  and http://www.ncte.org/positions/statements/chiladollitguideline
6.	An RtI Clearinghouse with Interventions : http://www.rti4success.org/  
7.	RtI in Middle Schools: http://pubs.cde.ca.gov/tcsii/ch2/rtispecialeduca.aspx 
8.	Teacher guide for the 2008 CA Writing Standards Test in Grade Seven [excerpts]: http://www.cde.ca.gov/ta/tg/sr/documents/cstgr7wrttg.pdf
9.	RtI Resources from the CA Dept. of Education: http://www.cde.ca.gov/ci/cr/ri/rtiresources.asp  
10.	Adolescent Development: http://pubs.cde.ca.gov/tcsii/adoldev/adoldev4rec2.aspx
11.	Speech and Language Disabilities: http://nichcy.org/wp-content/uploads/docs/fs11.pdf  
12.	Strategies that Work for Students Grade 9-12 with Dyslexia [ Instructor’s note: A teacher’s perspective] http://www.ldonline.org/article/6371 
13.	When Older Students Can’t Read (LD Online) http://www.ldonline.org/article/8025 
14.	Oral Reading Fluency Norms: A Valuable Assessment Tool for Teachers (IRA) http://www.humboldt.k12.ca.us/images/secure_reading.pdf 

Authorization to Teach English Learners
This credential program has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the credential program, as well as additional coursework. Students successfully completing this program receive a credential with authorization to teach English learners.
(Approved by CCTC in SB 2042 Program Standards, August 02)

Candidate Learning Outcomes
Teacher Performance Expectation (TPE) Competencies
The course objectives, assignments, and assessments have been aligned with the CTC standards for the Level I Education Specialist Credential. This course is designed to help teachers seeking a California teaching credential to develop the skills, knowledge, and attitudes necessary to assist schools and district in implementing effective programs for all students. The successful candidate will be able to merge theory and practice in order to realize a comprehensive and extensive educational program for all students. (TPE 1: Specific Pedagogical Skills for Subject Matter Instruction; TPE 2: Monitoring Student Learning During Instruction; TPE 3: Interpretation and Use of Assessments; TPE 4: Making Content Accessible; TPE 6: Developmentally Appropriate Teaching Practices; TPE 7: Teaching English Learners; TPE 8: Learning about Students; TPE 9: Instructional Planning; TPE 11: Social Environment; TPE 12: Social Environment; TPE 13: Professional Growth)

California Teacher Performance Assessments (CalTPAs)
(Note: Add-On credential candidates are not responsible for completion of TPA Tasks.)
Beginning July 1, 2008, all California credential candidates must successfully complete a state-approved system of teacher performance assessment (TPA), to be embedded in the credential program of preparation. At CSUSM this assessment system is called the CalTPA, or the TPA for short.
To assist candidates’ successful completion of the TPA, a series of informational seminars are offered over the course of the program. TPA related questions and logistical concerns are to be addressed during the seminars. Candidates’ attendance to TPA seminars will greatly contribute to their success on the assessment. 
Additionally, SoE classes use common pedagogical language, lesson plans (lesson designs), and unit plans (unit designs) to support and ensure success on the TPA and in candidates’ credential program.  
The CalTPA Candidate Handbook, TPA seminar schedule, and other TPA support materials can be found on the SoE website provided at the website provided: http://www.csusm.edu/education/CalTPA/ProgramMaterialsTPA.html 

School of Education Attendance Policy
Due to the dynamic and interactive nature of courses in the School of Education, all candidates are expected to attend all classes and participate actively. Candidates must attend a minimum of 80% of class time, or they may not receive a passing grade for the course at the discretion of the instructor. Individual instructors may adopt more stringent attendance requirements. If candidates have extenuating circumstances, they should contact the instructor as soon as possible. (Adopted by the COE Governance Community, December, 1997). Candidates should not assume notification of absence means an automatic excuse from class. 

Candidates with Disabilities Requiring Reasonable Accommodations
Candidates with disabilities who require reasonable accommodations must be approved for services by providing appropriate and recent documentation to the Office of Disabled Student Services (DSS). This office is located in Craven Hall 4300, and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909. Candidates authorized by DSS to receive reasonable accommodations should meet privately with their instructors in order to ensure confidentiality.

California Teaching Commission Standards Alignment
The EDMX 622 course objectives, assignments, and assessments have been aligned with the CTC standards for the Multiple and Single Subject credentials, the Preliminary Education Specialist Mild/Moderate credential, and the Autism Authorization.  

The following are the primary Multiple and Single Subject credentials standards emphasized in EDMX 622:
Standard | Where/How Addressed | Artifacts

Standard 6: Pedagogy and Reflective Practice

Session 1-16
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
Class Journal Reflections

Standard 7-Preparation to Teach Reading Language Arts
Standard 7 (7-A): Multiple Subject Reading, Writing, and Related Language Instruction
•	Instructional Planning/Objectives/Design
•	Instructional Delivery of Reading
•	Instructional Delivery of Writing
•	Instructional Delivery of Listening and Speaking
•	Assessment
•	Universal Access/Differentiated Instruction

Sessions 1-10
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning

RtI^2: A Persuasive Oral Argument

Action Research: Volunteerism Log and Reflections

Class Journal Reflections

7-B: Single Subject Reading, Writing, and Related Language Instruction
•	Content-based Literacy Strategies
•	Reading Comprehension Strategies
•	Writing using Discipline-Specific Formats
•	Vocabulary Development
•	Academic Language
•	Assessment
•	Universal Access/Differentiated Instruction

Sessions 3-12
Text readings, lectures, discussions, and class activities

Action Research: Volunteerism Log and Reflections
Class Journal Reflections

Standard 9: Equity, Diversity, & Access to the Core Curriculum for All Children

Session 2, 5, 9, 12, 15
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
Class Journal Reflections

Standard 13: Preparation to Teach Special Populations in the General Education Classroom

Sessions 1-6; 9, 12-15
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
Principled Lesson Design for Learner with ASD
RtI^2 Presentation
Class Journal Reflections

The following are the primary Preliminary Education Specialist credential standards emphasized in EDMX 622:
Standard | Where/How Addressed | Artifact

3: Educating Diverse Learners

Sessions 2, 5, 9, 12, 15

Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
RtI^2 Presentation
Principled Lesson Design for Learner with ASD

4: Effective Communication and Collaborative Partnerships

Sessions 2-4; 9-11; 13, 14
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
RtI^2 Presentation
Action Research: Volunteerism Log and Reflections
Observation of a Student with ASD

5: Assessment of Students

Sessions 2, 6-10
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
RtI^2 Presentation

9: Preparation to Teach Reading/Language Arts

All class sessions
Text readings, lectures, discussions, and class activities

All assignments

10: Preparation to Teach English Language Learners

Sessions 3; 5-10; 12-15
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning

11: Typical and Atypical Development

Sessions 1, 3, 6-8
Text readings, lectures, discussions, and class activities

Principled Lesson Design for Learner with ASD
RtI^2 Presentation
Observation Report of  Children with ASD

13: Curriculum and Instruction of Students with Disabilities

Sessions 2-5; 9-14
Text readings, lectures, discussions, and class activities

Case Study: Data Analysis and Instructional Planning
Principled Lesson Design for Learner with ASD

15: Field Experiences in a Broad Range of Service Delivery Options

Session 6
Text readings, lectures, discussions, and class activities

Action Research: Volunteerism Log and Reflections
Observation Report of  Children with ASD
 Reflections on 3 Observations of Reading Instruction: RICA Domains; Reading to Children Reflection

The following elements of the Autism Authorization Standard I: Characteristics of Students with Autism Spectrum Disorder are emphasized in EDMX 622:
Standard 1 Elements | Where/How Addressed | Artifact

1-1: The ability to access and articulate current research and literature regarding the basis for and characteristics of ASD and the resulting implications for learning and functioning.

Class Sessions 1, 3, 4, 7, 8
Text readings (Kluth & Chandler-Olcott Ch 1-7); class video observation and discussions of students with ASD; lectures; class activities

A Principled Lesson Design for Students with Autism Spectrum Disorder

1-2: The ability to plan for instruction of a student with ASD based upon the characteristics of ASD and the student’s cognitive functioning.

Class Sessions 1, 3, 4, 7, 8
Text readings (Kluth & Chandler-Olcott Ch 1-7); class video observation and discussions of students with ASD; lectures; class activities

A Principled Lesson Design for Students with Autism Spectrum Disorder

1-3: Knowledge of unique verbal and nonverbal communication and language development characteristics/challenges of students with ASD and implications for program planning and service delivery

Class Sessions 1, 3, 4, 7, 8
Text readings (Kluth & Chandler-Olcott Ch 1-7); class video observation and discussions of students with ASD; lectures; class activities

A Principled Lesson Design for Students with Autism Spectrum Disorder
Observation Report of  Children with ASD

1-4: Knowledge of unique auditory and visual processing and sensory integration characteristics/challenges of students with ASD and implications for program planning and service delivery.

Class Sessions 1, 3, 4, 7, 8
Text readings (Kluth & Chandler-Olcott Ch 1-7); class video observation and discussions of students with ASD; lectures; class activities

A Principled Lesson Design for Students with Autism Spectrum Disorder
Observation Report of  Children with ASD

1-5: Knowledge of social skill and behavioral characteristics/challenges of students with ASD and implications for program planning and service delivery.

Class Sessions 1, 3, 4, 7, 8
Text readings (Kluth & Chandler-Olcott Ch 1-7); class video observation and discussions of students with ASD; lectures; class activities

A Principled Lesson Design for Students with Autism Spectrum Disorder
Observation Report of  Children with ASD

Course Requirements
Teacher education is a professional preparation program. It is expected that candidates will come to every class prepared to discuss the readings, submit required assignments (including online class responses), and participate in class activities. Candidates are expected to adhere to academic honesty and integrity policies, and standards of dependability, confidentiality, and writing achievement. Because it is important for teachers to be able to effectively communicate their ideas to students, parents, colleagues, and administrators, writing that is original, clear, and error-free is a priority for the School of Education. It is expected that work will be turned in on time. Please discuss individual issues with the instructor. Points will be deducted if assignments are submitted late.

Assignments and Grading Standards
All assignments have specific rubrics to guide completion. No course grade may be less than a C+, and a B- average must be maintained to earn a credential. Candidates earning less than a C+ in any credential program course must repeat the course. Please refer to the University Catalog for further details regarding grading policies. In EDMX 622, the following grading standards apply:
A = 93-100%	A- = 90-92	B+ = 87-89%	B   = 83-86%	B- = 80-82%	C+ = 77-79%

Infused Competencies
Special Education Inclusion: Consistent with the intent to offer a seamless teaching credential in the School of Education, this course will demonstrate the collaborative infusion of special education competencies that reflect inclusive educational practices. 
Technology: This course infuses technology competencies to prepare our candidates to use technologies, emphasizing their use in both teaching practice and student learning. Candidates are expected to use technology as part of their professional practice as well as to research the topics discussed in this course. Students are encouraged to keep a digital copy of all assignments for use in a teaching portfolio.
Graduate Writing Assignment Requirement

California State University maintains a Graduation Writing Assessment Requirement (GWAR) for master’s candidates. This requirement must be achieved prior to Advancement to Candidacy. A master’s candidate will satisfy the graduate writing requirement by receiving a passing score on a written product as assessed with the GWAR rubric. Toward the goal of providing opportunity for graduate students in the School of Education to satisfy the writing requirement, all papers in all graduate classes must adhere to the writing and format style guidelines detailed in the sixth edition of the Publication Manual of the American Psychological Association. This manual is a required textbook for all CSUSM School of Education graduate-level courses. For further information, see http://www.csusm.edu/policies/active/documents/graduate_writing_assessment_requirement.html 
All University Writing Requirement
Every course at the University must have a writing requirement of at least 2500 words. This course meets that requirement through the assignments noted in the Assignments and Grading Standards table. In EDMX 622, this requirement will be met through completion of the following assignments: Principled Lesson Design, Case Study, Observation of a Child with ASD, and Literacy Action Research.
CSUSM Academic Honesty and Integrity
“[Candidates] will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All written work and oral presentation assignments must be original work. All ideas/materials that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated with quotation marks. [Candidates] are responsible for honest completion of their work. There will be no tolerance for infractions. If you believe there has been an infraction by someone in class, please bring it to the instructor’s attention. The instructor reserves the right to discipline any student for academic dishonesty in accordance with general rules and regulations of the University. Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.” (see University Catalogue)

Incidents of Academic Dishonesty will be reported to the Program Coordinator, Dean and Associate Dean of the School of Education, and the Dean of Students. Sanctions at the University level may include suspension or expulsion from the University. 
Plagiarism
As an educator, it is expected that each candidate will do his/her own work, and contribute equally to group projects and processes. Plagiarism or cheating is unacceptable under any circumstances. If candidates are in doubt about whether their work is paraphrased or plagiarized, they should see the Plagiarism Prevention for Students website http://library.csusm.edu/plagiarism/index.html. 
Use of Technology
Candidates are expected to demonstrate competency in using various forms of technology (i.e., word processing, electronic mail, Internet, and/or multimedia presentations). Specific requirements for course assignments with regard to technology are at the instructor’s discretion. Candidates should keep a digital copy of all assignments for their teaching portfolio. Some assignments will be submitted online; some will be submitted in hard copy. Details will be given in class.
Electronic Communication Protocol: Electronic correspondence is an important and ever-increasing part of candidates’ professional interaction. If candidates need to contact the instructor, e-mail is often the easiest way to do so (thood@csusm.edu). It is the instructor’s intention to respond to all received e-mails in a timely manner. E-mail and online discussions are a very specific form of communication, with their own nuances and etiquette. For instance, electronic messages sent in all upper case (or lower case) letters, major typos, and/or slang often communicate more than the sender originally intended. Please be mindful of all e-mail and online discussion messages sent to colleagues, to faculty members in the School of Education, or to persons within the greater educational community. All electronic messages should be crafted with professionalism and care. Consider:
•	Would I say in person what this electronic message specifically says?
•	How could this message be misconstrued? Does this message represent my highest self?
•	Am I sending this electronic message to avoid a face-to-face conversation?
In addition, if candidates ever have a concern with an electronic message they receive, they should speak with the author in person in order to correct any confusion.

Course Assignments and Values
Course Attendance, Professionalism, & Participation | 10 points

Case Study: Best Practices Project (Middle Level English Learner)
MS/SS Standards 6, 7, 9, 13
ES Standards 3, 4, 5, 9, 10, 13

20 points

Response to Intervention (RtI^2): Persuasive Oral Presentations
MS/SS Standards 7, 13
ES Standards 3, 4, 5, 9, 11

15 points

Literacy Action Research/RICA Observations: K-12 Volunteerism (Elem. and Secondary)
MS/SS Standard 7
ES Standards 4, 9, 15

20 points

Observation of a Child with Autism Spectrum Disorder
ES Standards 9, 11, 15
Autism Authorization Standards: 1 (Elements 3-5)

15 points

Principled Lesson Design for a Learner with ASD
Autism Authorization Standards: 1 (Elements 1-5)

20 points

Total Points: | 100

Note: Details of all assignments are available in the EDMX 622 Cougar Course supplement effective 8/31/11. Additional information will be given in class.

“Generally Accepted Attributes of Highly Effective Teachers”
(as seen in pre-service programs)
(Roberts & Kellough, 2000; Stone, 2002; McEwan, 2002; Baldwin, Keating, & Bachman, 2003;
 Johnson & Johnson, 1994)
1)	General class attendance, promptness, participation: on time, respects time boundaries (i.e., breaks), regular attendance, and actively participates. 
2)	Attention to classroom discussion protocols: respects time limitations, recognizes and respects the perspectives of fellow classmates, gives wait time, listens actively, uses non-interruptive skills, mediates disagreements by working to understand others’ perspectives and finding common ground, genuinely encourages all to participate.
3)	Social and cooperative skills (as illustrated in cooperative projects): assumes responsibility of one’s roles, is open to consensus and mediation, effectively communicates ideas, attends group meetings, is dependable, respects others’ ideas, expects quality work from self and colleagues, manages time effectively, uses organizational skills and leadership skills, is assertive but not aggressive, uses reflection as a means of evaluation, motivates and offers positive reinforcement to others.
4)	Attention to assignments: meets time deadlines, produces quality products, responds cooperatively to constructive criticism, uses rubrics or other stipulated criteria to shape an assignment, prioritizes tasks and performs/supervises several tasks at once.
5)	General classroom demeanor: is professional, creative, kind, sensitive, respectful, has a sense of humor, is supportive of fellow classmates and instructors; recognizes others’ perspectives as valid; works to include all “voices” in the classroom; is aware of/responsive to issues and behaviors that might marginalize colleagues in the classroom.
6)	Flexibility: is responsive when reasonable adjustments to the syllabus, curriculum, schedule, and school site assignments become necessary (common to the educational arena); can work through frustrations by problem-solving with others and not letting emotional responses dominate or impair thinking; “bounces back” easily; can work calmly under stress. 
7)	Openness to and enthusiasm for learning: can engage with a variety of educational ideas with an open mind and a sense of exploration; demonstrates passion for and metacognition of learning across the curriculum and within discipline areas; takes advantage of learning opportunities and seeks out additional opportunities for learning.

 EDMX 622 TENTATIVE COURSE SCHEDULE: Fall 2011

[Bring texts to classes in which they are assigned. Bring journal every week.]

Class # | Topics | Readings and Assignments Due

#1

8/31
 &
 9/1

F2F

Welcome and Introductions

Course overview 

What is Literacy?

Implications of Disability and Literacy
 
Goal #1: Characteristics of children with special learning needs

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Syllabus

Purchase texts

Make a hard copy of the Tentative Course Schedule

Journal

9/7 & 9/8

#2

F2F

Universal Access & Universal Design

Language Arts Framework and Standards

Differentiation in Literacy Instruction

Response to Instruction and Intervention (RtI^2)

RtI^2 and Adolescent Literacy 

Goal #2: The California Reading/ Language Arts Framework

ES Standard: 3, 4, 5, 9
MS Standard: 6

*Bring hard copy of Tentative Course Schedule to class
Kluth Ch. 2

Reading/ Language Arts Framework: 
Ch. 1, 2, & 7 + all UAs
http://www.cde.ca.gov/ci/rl/ 

RtI^2: http://www.cde.ca.gov/ci/cr/ri/ 

http://www.rti4success.org/whatisrti

9/14 & 9/15

#3

F2F

When Older Students Can't Read: 
•	decoding
•	word recognition
•	comprehension
•	fluency
•	written response

Typical and Atypical Language Development

7:30-8:30 Guest:
Dr. Jodi Robledo
“Students with Autism”

Communicating with Students with Autism

Goal #3: How the patterns of typical/atypical language development influence students in school

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

One given Tovani chapter (1-6) w/ “What Works”

Kluth: Intro + Ch. 1

RtI^2 Persuasive Arguments (15-pt. assignment)

9/21 & 9/22

#4

OL

Observing Language Use in Children

Goal #6: Becoming sensitive observers of children’s language-using behaviors

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Observation of a Child with ASD assignment is due by midnight 9/25 

*Journal Posting online

9/28 & 9/29 

#5
F2F

Differentiating Literacy Instruction in Inclusive Classrooms

Grouping for Success

Goal #9: Designing responsive instruction and environments

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Kluth Ch. 5 + 6
Tovani Ch. 7

10/5 & 10/6
#6
OL

Assessing Literacy Learning

Entry Level, Progress Monitoring, and Summative Assessment

What and When to Assess

Goal #7: Formal language and literacy assessment

ES Standard: 3, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Tovani Ch. 8

Kluth Ch. 4

FWK/Ch. 6

Principled Lesson Design due by midnight 10/9

*Journal Posting online

10/12 & 10/13

#7

F2F

Effective Language Arts Instruction: Goal and Key Components

Literature Circles + Roles (Novel Ideas)

Teaching Writing

Journaling

Graphic Organizers

Goal #4: Current approaches to teaching reading and writing to children with special needs

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

*Bring hard copy of 5-item assessment

Read prior to class: http://www.litcircles.org/ 

DECODER pp. 1-78

Review FWK Ch. 2

Writing Standards: See relevant sections of Gr. 3 and 4 of FWK

Kluth Ch. 3

10/19 & 10/20

#8

F2F

Case Study Preview: Marcus (Informal literacy assessment)

Author Visit: 
Dr. Marjorie Krausz

Comprehension Strategies for Diverse Learners

Goal #5: The value of SDAIE for students with diverse backgrounds

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Finish DECODER bk.

*DECODER Dialogue Jacket for given character

Writing Traits Demos
http://www.writingfix.com/Traits.htm#inservice

10/26 & 10/27

#9
OL

Assessing Students Informally

Goal #8: Informal language and literacy assessment

ES Standard: 3, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Case Study Part 1: due by midnight, 10/30
Background Info.

Case Study Part 2: due by midnight, 10/30
Assessment Analysis

*Journal Posting online

11/2 & 11/3

#10

OL

The Relationship between Assessment and Instruction

Goal #10: How assessment results drive instruction

ES Standard: 3, 5, 9
MS Standard: 6
Autism Authorization Standard 1

http://teachingld.net/pdf/teaching_how-tos/assessment.pdf 

Tovani Ch. 8

*Journal posting online

11/9 & 11/10

#11

F2F

14 Issues and Counting

Peer Evaluation

Goal #11: Middle and secondary school literacy issues

ES Standard: 3, 4, 5, 9
MS Standard: 6

Case Study Part 3: Lesson Design

11/16 & 11/17

#12

F2F

The Meaningful and Relevant Curriculum

Goal #12: Success for middle and secondary learners

ES Standard: 3, 4, 5, 9

Case Study Part 4: Reflection

Tovani Ch. 9

11/23 & 11/24 

 #13

OL

Goal #13: Influencing literacy decisions in today’s schools

ES Standard: 3, 4, 9
MS Standard: 6

FWK Ch. 8 & 9

*Journal posting online

MODIFIED THANKSGIVING WEEK SCHEDULE

11/30 & 12/1

#14

F2F

The Responsible Professional

Goal #14: Selecting appropriate materials and strategies

ES Standard: 3, 4, 5, 9
MS Standard: 6
Autism Authorization Standard 1

Volunteerism Reflection and Log 

*Bring a copy of Fry’s Readability Graph from http://school.discoveryeducation.com/schrockguide/fry/fry.html  

*Bring a TEXT SET to class and prepare to explain your choice 
(@4-8 books)

*Bring one school textbook (Gr. 4-12), or novel listed on CA 4-12  reading lists

12/7 & 12/8

#15

F2F

Attributes of Highly Effective Teachers
Literacy Beyond Mild & Moderate Disabilities

Goal #15: Respecting all students

ES Standard: 3, 4, 5, 9
MS Standard: 6

Quickwrite Journal

Kluth Ch. 7

Course Evaluation