SPED 323
Practicum in Reading Assessment and Tutoring: Fall 2011
Ruth Lyn Meese, PhD
Office:
Hull Room 235
meeserl@longwood.edu
Phone: 434-395-2340 (O)
Office Hours: T/R 11:00-1:00 or by Appt.
434-983-3865 (H)
Class:
M & W 10:00-11:40 Hull 247
(Log onto Blackboard for notes, links and syllabus at http://blackboard.longwood.edu).
Course Description
A field experience tutoring special education students in the general curriculum in
reading. Must be taken concurrently with SPED 321 and SPED 325. (2 credits).
Textbook
****Students will need to refer to the texts used in the SPED 321 portion of this
class as well as to the texts in SPED 325. No separate textbook is required for SPED
323.
Course Objectives
Students will develop instructional competence in planning and teaching reading and
language arts using the Knowledge and Skills listed below. Specifically students will:
Knowledge
1. Discuss the factors that may influence assessment of reading performance such as
cultural, behavioral and learning diversity (TC # 5, 8; CEC 2, 3, & 8)
2. Recognize the complex nature of reading including phonemic awareness, an
understanding of sound/symbol relationships, explicit phonics instruction, syllables,
phonemes, morphemes, decoding skills, word attack skills, and a knowledge of how
phonics, syntax and semantics interact (TC # 1 & 4, CEC 1 & 4).
3. Discuss alternative ways to teach reading skills, including curriculum adaptation and
curriculum modifications, and ways to foster an appreciate of literature and reading
(TC # 1 & 4, CEC 1 & 4)
4. Recognize procedures to develop, provide, and evaluate instruction and instructional
plans in reading collaboratively and consistent with the students’ individual needs and
with the scope and sequence of the Virginia SOL’s in English/Reading(TC # 1 & 4,
CEC 1 & 4).
Skills
5. Write lesson plans following the direct instructional lesson plan format (TC #2;
CEC 3, 4, & 7)
6. Teach lesson plans based on needs targeted by informal assessments including task
analysis, observation, and other curriculum-based measures. (TC #2, 4 & 5; CEC 3,
4, 7 & 8)
7. Show skill in providing explicit instruction of reading appropriate for the needs of the
child, including promoting high expectations for child performance, the alignment of
instruction with the IEP, and the application of differentiated instructional
methodologies adjusted to student responses during instruction.(TC#4; CEC 3,4, & 7)
8. Tutor an assigned student in reading/language arts for approximately 10-15
hours, under supervision, and make decisions about student progress, your
instruction, student accommodations, and teaching methodologies throughout
tutoring. (TC # 2 & 4; CEC 4 & 7)
9. Complete a modified Longwood University Teacher Work Sample. (TC 5; CEC 8)
Tentative Class Schedule (Note: Students will meet during class time on 3-4
scheduled weeks. The remainder of the semester, students will teacher-aid and
tutor in the field. We will also have a wrap-up session for presentation of the TWS
on exam day for SPED 325—December 7, 8-10:30.)
Date
8/22
8/24
8/29
8/31
9/5
9/7
9/12
9/14
9/19
NOTE:
Topic
Reading Assignment
Introduction; Planning Effective Lessons;
Stages of Learning; Time Variables
Effective Teaching Variables; Principles of
Meese Chapter 7 (reserve)
Effective Instruction; Little DI Model
Lesson Planning
Meese Chapter 8 (reserve)
Lesson Planning
Labor Day--University Closed (No Class)
Lesson Planning
Lesson Planning
Introduction to the Practicum and Tutoring
Sessions; Completing Teacher Work Samples
Tour Prince Edward Elementary School(?)
We will hope to begin our practicum in the schools on Mondays,
Wednesdays, and Fridays, 10:00-11:40, no later than Monday, 9/19.
Students will then be in their assigned classrooms for teacher aiding and
tutoring for approximately the next 10 weeks beginning by 9/19 or 9/21.
November 30 or December 2 should be the last scheduled day in the
classroom.
Although students are scheduled for class on Mondays and Wednesdays
you should plan to go to the school on most Fridays.
11/30 or 12/2 Last Day in the Classroom
12/7(Wed. 8-10:30AM) Instead of an exam, we will spend time “Reflecting on
Accomplishments” by presenting the Teacher Work Samples in class on campus.
Course Requirements
1. Attend all scheduled class sessions on-campus and complete all scheduled hours
tutoring and teacher-aiding in the field. Tutoring and teacher-aiding will take place
on Mondays and Wednesdays (and most Fridays) from 10:00-11:40 during the
regular class time. Students will tutor for approximately 1-1 1/2hours per week (2
sessions of about 30-45 minutes each) for a period of approximately ten weeks.
When not tutoring, tutors will serve as teacher aides in the assigned classroom
helping the teacher make materials or bulletin boards and assisting individual
children. Tutoring is a professional activity; therefore, all tutors will dress and
behave in an appropriate manner, sign in and out of the school, be on time, and
be thoroughly prepared with lesson plans and materials for every scheduled
tutoring session. Tutors must receive permission from the instructor to miss a
tutoring session. Tutors must notify the instructor and the cooperating teacher
prior to missing any scheduled tutoring session. It is the tutor’s responsibility to
arrange to make up any sessions that are missed before the December 2 final day
in the school. Your professional dress, behavior, preparation, punctuality,
attendance and participation in the partnership placement are worth 30 points
toward your final grade in SPED 323.
2. Tutors will complete a Teacher Work Sample. The TWS must contain the
sections outlined in the Teacher Work Sample Assignment Guide given to you in
class. The Teacher Work Sample is worth 30 points and the final copy is due by
December 7 when presented in class as the final exam.
Please Note: Each part of the Teacher Work Sample will have a separate due
date announced in class so that each part can be revised as needed during the
semester.
Please Note: You must make two copies of each section of the TWS—one for Dr.
Meese and one for Dr. Tarpley. Both instructors will need to see all sections of
the TWS as they are due; however, Dr. Tarpley will grade certain sections for
SPED 325 and Dr. Meese will grade the others for SPED 323. (See Summary
Chart on next page.)
Teacher Work Sample Points Summary & Instructor Grading
(Note: Due dates may change depending on teachers or student availability.
Also, please note that 15 points of the TWS count for Dr. Meese’s SPED 323
class and the remaining 15 points count for Dr. Tarpley’s SPED 325 class!)
Note: 3=Exemplary 2=Indicator Demonstrated 1=Indicator Not Demonstrated
Assignment
Points
Contextual Factors
3
Pre-Assessment Design and
Summary of Results (with
Protocols and data charts)
3
Learning Goals
3
Design Assessment Plan
3
Design for Instruction
3
Lesson Plans with Reflections
3
Instructional Decision Making
3
Analysis of Student Learning
3
(Post-Assessment with charts/
Graphs and Protocols)
Reflection and Self-Evaluation
3
Daily Summaries of Activities
3
(Appendix)
Total TWS points =
Due Date Instructor Class Counted
Meese
323
Tarpley
325
Tarpley
325
Tarpley
Tarpley
Meese
Meese
Tarpley
Tarpley
325
325
323
323
325
325
Meese
Meese
323
323
30
3. Tutors will hand in a copy of the evaluation form for the Practicum completed by the
Partnership teacher (Online). Evaluation form copies are due in class with the
TWS by December 7. The copy of the evaluation form will be used as your
“ticket” to present your TWS in lieu of a final exam.
4. In lieu of a final exam, students will present their Teacher Work Samples in class
during the regularly scheduled SPED 325 class time on Wednesday, Dec. 7. Be sure
to show copies of your CBM data charts/graphs and to talk about student learning
outcomes. Include also an example of how you adjusted instruction using formative
assessment and your insights gained from the practicum. The presentation should last
no more than 5-7 minutes and is worth 5 points toward the final grade in SPED
323. (You should also bring with you a corrected copy of the Analysis of Student
Learning Section and a copy of the final charts/graphs for Dr. Meese to send to
your Partnership Teacher.)
Grading Summary for SPED 323 Class ONLY (On a 6-point scale: 95-100% = A)
Assignment
Date Due
Points Possible
Professionalism, etc.
12/2
30
Teacher Work Sample
12/7
15
(Summary Above for Specific
Due Dates and Parts of
The TWS for SPED 323)
Presentation of TWS
Total
12/7
5
50
Attendance Policy
Students are expected to attend all class sessions and scheduled tutoring sessions. If
you must be absent for legitimate purposes (i.e., death in the family, a college-sponsored
activity, or a recognizable illness or emergency), notify the instructor before the class
session in question. A grade of "F" will be assigned if you miss more than 25% of the
class sessions for any combination of excused and unexcused absences. If you miss more
than 10% of the class sessions for unexcused absences, your grade may be lowered one
letter. It is the tutor’s responsibility to notify the instructor and the cooperating
teacher before any tutoring sessions are missed. It is also the tutor’s responsibility
to arrange to make up any tutoring sessions missed before December 2.
Honor Code
Students are expected to abide by the Longwood University Honor Policy. All
assignments must be pledged.
Disability Policy
Students requiring modifications may submit a plan from the Longwood University
Disability Resources Center. The instructor will provide necessary accommodations to
assist students with documented disabilities.
Cell Phones
Students are expected to turn off cell phones and place them inside a purse or backpack
before class begins and at all times when in the Partnership School.
Some Suggested Readings (See also readings for concurrent courses SPED 321/325)
Gunning, T.G. (2002). Assessing and correcting reading and writing difficulties (2nd
ed.). Boston, MA: Allyn and Bacon.
Rubin, D. (2002). Diagnosis and correction in reading instruction (4th ed.). Boston,
MA: Allyn and Bacon.
Shanker, J.L., & Cockrum, W.A. (2009). Locating and correcting reading difficulties (9th
ed.). Boston, MA: Allyn & Bacon/Pearson.
Daily Lesson Plan for Special Education
Name_________________________________Teacher___________________________
Date __________________________________ Standard of Learning________________
Age/Grade Level ________________________
IEP Goal(s)/Objectives (If appropriate):
Specific Lesson Objective(s):
Materials and Advance Preparation for Lesson:
Opening:
Demonstration/Modeling:
Guided Practice:
Closing (Independent Practice, Enrichment, Transition):
Evaluation of Your Student’s Performance (How will you evaluate?):
Self-Reflection on Child’s Performance and Your Instruction: (Separate page
following each lesson plan in your TWS) What went well and how do you know?
What would you change? How and why?
Reflection on Other Tutoring Activities: (Separate page following each lesson plan
to summarize activities completed in tutoring not directly related to targeted lesson
plan.)
***Daily Summary of Teacher Aiding Activities: (Keep in Chronological Order in the
Appendix of your TWS.)
Teacher Work Sample: SPED 323/325 Score Sheet Fall 2011
Student Name: _________________________________________
Contextual Factors (Meese SPED 323)
____/3
Pre-Assessment Designed and Results Summarized-With data charts and protocols
(Tarpley SPED 325)
____/3
Learning Goals
(Tarpley SPED 325)
____/3
Assessment Plan
(Tarpley SPED 325)
____/3
Design for Instruction (Meese SPED 323)
____/3
Lesson Plans—In chronological order with each
plan followed by its self-reflection & Other
Tutoring Activities (Meese SPED 323)
____/3
Instructional Decision-Making
(Tarpley SPED 325)
____/3
Analysis of Student Learning
(Tarpley SPED 325)
(With data charts/graphs and protocols)
____/3
Reflection and Self-Evaluation
(Meese SPED 323)
____/3
Summary of each day’s
teacher aiding activities
(In Appendix)
(Meese SPED 323)
_____/3
Total Score for TWS
Comments:
____/30
SPED 321/323/325 Partnership Students
Prince Edward County Elementary School: 315-2100 and Press 1
Student Name
Teacher/Child
SPED 321/323/325 Partnership Students: Placement Preferences
Jennifer Abel
Kiersten Campbell
Kaitlyn Carter
Sarah Gordon
Sarah Grimm
Amy Lawson
Kelsey Kopacz
Jen Miller
Lauren Mioduszewski
Nicole Morabito
Holli Ours
Amanda Paulette
Stephanie Peloquin
Morgan Shepard
Erica Wallace
Carrie Watson
Tammy Young
3rd
K-2
3rd
No preference
2nd
2-3
2nd
1st
1-2
2nd
1st
K-1
2nd
1st
2nd
nd
2
2nd