Summer 2011
SPECIAL EDUCATION 525
Evidence Based Language Arts Instruction
Professor: Todd Forgette
Office Hours: As requested
Office: TBA
Phone: 804.690.3517
E-Mail: Todd.Forgette@mac.com
COURSE DESCRIPTION – All teachers, especially special educators, must demonstrate
proficiency not only with the components of evidence based Language Arts instruction, but they
must also be proficient in their delivery and monitoring of this instruction. Sped 525 will
systematically teach the skills needed for an individual teacher to deliver evidence based
language arts programs. (3 credits)
COURSE OBJECTIVES – The following conceptual framework competencies guide the
planning and delivery of instruction in this course. Participants in the class will possess the skills
necessary to compare and contrast specific programs. Specific course objectives reflect this
framework as they focus on the needs of the students for developing skills as educators who will
be knowledgeable, caring, and ethical decision-makers.
TEXTBOOK
Coyne, Kame’enui, Carnine (2007) Effective Teaching Strategies That Accommodate Diverse
Learners. Pearson/Merril/Prentice Hall
National Reading Panel (April 2000). Teaching children to read: Summary report. Available at:
http://www.nichd.nih.gov/publications/nrp/smallbook.cfm
Various Teachers Guides from the evidence based programs.
Teacher Candidate Competencies:
TC 1 – Plan for Instruction
TC 2 – Implementation and Management of Instruction
TC 3 – Evaluation and Assessment
TC 4 – Knowledge of Subject
TC 5 – Classroom Behavior Management
TC 6 – Communication Skills
TC 7 – Professional Responsibilities
TC 8 – Technology
TC 9 – Diversity
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CEC Special Education Content Standards:
Standard 1 - Foundations
Standard 2 – Development and Characteristics of Learners
Standard 3 – Individual Learning Differences
Standard 4 – Instructional Strategies
Standard 5 – Learning Environments & Social Interactions
Standard 6 – Language
Standard 7 – Instructional Planning
Standard 8 – Assessment
Standard 9 – Professional & Ethical Practice
Standard 10 - Collaboration
Upon completion of this course, the student will:
Knowledge
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Identify Language Arts Curriculum that have quantitative evidence that support their use.
(TC 2, 3, 6, CEC 1, 4, 8)
Discuss the research base and core components of each of the programs. (TC 1, 2, 3, 4,
6, CEC 1, 4, 6, 7, 8)
Describe the methods used to deliver the language arts instruction. (TC 2, 4, 6 CEC 1,3,
4, 6, 7,8)
Identify the internal progress monitoring data components of each program. (TC 2, 3
CEC 1, 7, 8,)
Identify how each Curriculum can be modified or used to address the diverse needs of all
of the students. (TC 1, 2, 3, 4, 6, 7 CEC 2, 3, 4, 5, 8)
Identify the areas of Professional Development that are required for the various
programs. (TC 1, 2, 9CEC 7, 9)
Discuss what constitutes evidence based Language Arts Instruction. (TC 3, 4, 9CEC 4,
8)
Skills
 Demonstrate proficiency in delivery of the Language Arts instruction. (TC 1, 2, 3, 4, 6, 7
CEC 1-10)
 Demonstrate proficiency in the collection and disaggregating of the progress monitoring
data. (TC 2, 3 CEC 8)
 Demonstrate the ability to compare and contrast various programs in order to identify
their individual strengths and weaknesses in order to make sound instructional decisions.
(TC 1, 2, 3, 4, 6, 7 CEC 1-10)
 Comprehend the complex nature of language acquisition and reading. (TC1, 2, 4, CEC
4, 6, 7)
 Understanding and assessing the organization and environment of general education
classrooms across the K-12 setting (TC 1, 3, 6 CEC 4, 7, 10).
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Provide explicit instruction of reading and math at appropriate developmental/grade level
in a systematic and cumulative manner to students with disabilities who are accessing the
general education curriculum (TC 1, 2, 4 CEC 4, 6, 7, 8)
Knowledge and understanding of the scope and sequence of the standards of learning at
the elementary, middle, and secondary levels (TC 1, 2, 4 CEC 4, 6, 7, 8)
Design alternative ways to teach content material including modifying curriculum in both
directive and nondirective methodologies (TC 1, 2, 4 CEC 4, 6, 7, 8)
Dispositions
 Understand the arguments, pro and con, for the use of each program. (TC 4, 9, CEC 110)
 Understand that the needs of the student should outweigh the comfort level of the teacher.
(TC 7 CEC 9)
 Understand the need to be active participants vs. passive deliverers of Language Arts
programs. (TC 1, 2, 3, 4, 6, 7 CEC 1-10)
 Become committed to selecting curriculum based on the evidence rather than the
aesthetics. (TC 1, 3, 7 CEC 8, 9)
 Understand alternative ways to teach content material including curriculum adaptation
and curriculum modifications (TC 1, 4, CEC 4, 7)
COURSE REQUIREMENTS - It is expected that all students will complete assignments on
time and with the Honor pledge, participate in discussions, and attend all classes. It is the
student’s responsibility to gather notes and complete assignments from any classes missed.
Incompletes are reserved for students who may have emergency situations during the
semester that prevent them from completing the course in the normally allotted time.
Accommodations: Those needing accommodations to the expectations/assignments in this
syllabus should see the instructor with proper documentation early in the semester.
COURSE ASSIGNMENTS
1. Sample Lesson Delivery Each student will deliver sample lessons to the class. During each “teaching” session
students will be evaluated on their delivery of instruction. A panel of students will evaluate
the student’s delivery of instruction based on a critical behavior checklist associated with
each program.
3. Web/Hard Copy quizzes based on training manuals, readings, & class activity
4. Rubric Evaluation. Learning Teams are expected to create a curriculum rubric and evaluate
evidence based language arts program using a curriculum rubric.
5. Evidence Search. Students will conduct a literature review search to determine the
cumulative research associated with certain programs discussed in class. References must
be cited using APA 6th Edition style and include an introduction to the program, a review of
evidence, and a conclusion.
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6. The Exam will cover material from the training manuals, readings, training notes,
discussions, and class activities.
GRADING:
Reading Rubrics
20 Points
Sample Lesson Delivery
20 Points
Quiz
20 Points
Participation & Evidence Search
20 Points
Final
20 Points
Grading Scale:
A = 95-100 B = 89-94
C = 83-88 D = 77-82
F = 76 and below
Week 1
Course Assignments
Readings
 Ch. 1-3 of Kame’enui et.al text
 National Reading Panel Report
Learning Team
 Rubric Development: Critical Elements of Phonemic Awareness Instruction
o Create a list of critical elements of phonemic awareness instruction that should be
present in Beginning/Corrective reading programs. Incorporate the Six-Design
elements of Effective Instruction
 Complete by Tuesday July 5, 11:59p. EST
 Rubric Development: Critical Elements of Phonics Instruction
o Create a list of critical elements of phonics instruction that should be present in
Beginning/Corrective reading programs. Incorporate the Six-Design elements of
Effective Instruction
 Complete by Tuesday July 5, 11:59p. EST
Individual Assignment
 Week 1 Discussion Question
o There is much debate in education on what constitutes effective instructional
practices. In 150-300 words choose an instructional approach [teacher-facilitator
or teacher-activator] and discuss how the approach would positively affect student
learning in beginning reading.
 Completed by Sunday July 3, 11:59p. EST
 Complete an Evidence Search on Scott Foresman: Reading Streets
 Complete by Tuesday July 5, 11:59p. EST
 Quiz 1: Friday July 01
o Six-Design Elements
 Definition of two of the elements
o Five Components of Reading Instruction Identified as Constituting Researchbased Reading
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o Three Critical Big-Ideas that Apply to Beginning Reading
Week 2
Course Assignments
Readings/Activities
 Scott Foresman Training
 Reading Mastery Plus Training
Learning Team
 Rubric Development: Critical Elements of Automaticity & Fluency
o Create a list of critical elements of Automaticity & Fluency instruction that should
be present in Beginning/Corrective reading programs. Incorporate the Six-Design
elements of Effective Instruction
 Complete by Monday July 11, 11:59p EST
 Rubric Development: Critical Elements of Comprehension
o Create a list of critical elements of Comprehension instruction that should be
present in Beginning/Corrective reading programs. Incorporate the Six-Design
elements of Effective Instruction.
 Complete by Monday July 11, 11:59p EST
Individual Assignment
 Week 2 Discussion Question
o Read through your colleague's responses and choose one post to respond to
substantively. Substantive posts should be of adequate length [150-300 words]
and include:
 an integration of theory, research, and/or professional experience
 specific examples and/or substantiating evidence
 in-text citations and references in APA format [at least 1]
 encourage responses and comments from fellow students [easily
accomplished by completing the response with a question]
 Completed by Sunday July 10, 11:59p EST
 Complete an Evidence Search on Reading Mastery [Classic, Rainbow, Plus, Signature]
 Complete by Monday July 11, 11:59p EST
 Quiz 2: Friday July 08
o Provide an example of a Conspicuous Strategy used in teaching Word Reading
o Provide an example of Strategic Integration of a strategy across the Big Ideas of
Phonemic Awareness and Phonics
 Lesson Presentation: On-going
o Prepare to present a lesson from one of the Research-based programs being
trained
Week 3
Course Assignments
Readings/Activities
 Reading Mastery Plus Training
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 Harcourt Story Town Training
 Corrective Reading Training
Learning Team
 Rubric Compilation & Application
o Compare and Contrast three Research-based programs using your Rubric
 Complete by Wednesday July 13, 11:59p EST
o Discuss findings: Thursday July 14
Individual Assignment
 Lesson Presentation: On-going
 Final Exam: Refer to Final Exam Schedule
o Scenario
Attendance
Students are expected to attend all class sessions. You must notify the instructor in advance if
you must miss a class for illness, participation in a University-sponsored activity, or for a
recognizable emergency. Your absence from class must be excused if make-up privileges are to
be granted. Late work will not be accepted without prior approval from the instructor and
reasonable justification for lateness. If you miss over 10% of the class sessions for unexcused
absences, your grade may be lowered by one letter. A grade of F may be assigned if you miss
25% of the class sessions for any combination of excused or unexcused absences. For each
absence, 10 Points may be deducted from the Attendance AND Participation grade.
Honor Code
Students are expected to abide by the Longwood University Honor Policy. All tests and
assignments are to be pledged.
Disability Policy
Students requiring modifications may submit a plan from the Longwood University Learning
Center. The instructor will provide necessary accommodations to assist students with
disabilities.
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BIBLIOGRAPHY:
Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond
DISTAR. Seattle, WA: Educational Achievement Systems.
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge,
MA: M. I. T. Press.
Carnine, D. W. Silbert, J., Kame’enui, E. J., & Tarver, S. (2003) Direct instruction reading(4th
ed) Upper Saddle River NY: Prentice Hall
Coyne, M. D. Kame’Enui, E. J., and Simmons, D. C. (2004) Improving beginning reading
instruction and intervention for students with Learning Disabilities. Journal of Learning
Disabilities, 37, 231-239
Grossen, B. J. (2002). The BIG accommodation model: The Direct Instruction Model for
secondary schools. Journal of Education for Students Placed At Risk, 7, 241-263.
Herman, R., Aladjam, D., McMahon, P., Masem, E., Mulligan, I., Smith, O., O'Malley, A.,
Quinones, S., Reeve, A., and Woodruff, D. (1999). An Educator's Guide to Schoolwide
Reform. The American Association of School Administrators, American Federation of
Teachers, National Association of Elementary School Principals, National Association of
Secondary School Principals, National Education Association, and Educational Research
Service
Joyce, B., & Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Boston: Allyn &
Bacon.
Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002).
Effective teaching strategies that accommodate diverse learners (2nd ed.). Upper Saddle
River, NJ: Merrill Prentice Hall.
Kozloff, M. A. (2003). Seeing is believing versus believing is seeing: The fundamental problem
in education. Direct Instruction News,3, 15-19.
Mastropieri, M.A., & Scruggs, T.E. (2007). The inclusive classroom: Strategies for
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Effective instruction (3rd ed.). Upper Saddle River, NJ: Prentice Hall..
Mastropieri & Scruggs (2002). Effective Instruction for Special Education. Pro Ed
Mastropieri, M.A., Scruggs, T. E., et al. (2006). Differentiated curriculum enhancement in
inclusive middle school science: Effects on classroom and high-stakes tests. Journal of
Special Education, 40, 130-137.
Silbert, Carnine (2002). Designing Effective Mathematics Instruction: A Direct Instruction
Approach. Upper Saddle River, NJ: Merrill Prentice Hall.
Strichard, S. S., & Mangrum, C. T. (2002). Teaching Learning Strategies and Study Skills to
Students with Learning Disabilities, Attention Deficit Disorders, or Special Needs. Boston:
Allyn & Bacon.
Zigmond, N. & Baker, J. M. (1994). Is the mainstream a more educational setting for
Randy? A case study of one student with learning disabilities. Learning Disabilities Research
& Practice, 9, 108-117.
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SPED525 Deliverables
Assignment
Rubric Development:
Phonemic Awareness
Rubric Development:
Phonics
Wk1 Discussion Question
Evidence Search SF
Quiz 1
Assignment
Rubric Development:
Automaticity & Fluency
Rubric Development:
Comprehension
Wk2 Discussion Question
Evidence Search RM
Quiz 2
Lesson Presentation
Assignment
Rubric Compilation &
Application
Lesson Presentation
Final Exam
Week 1 Summary of Deliverables
Individual or Team
Points
Due Date
Team
2.5
Tuesday July 5, 11:59p. EST
Team
2.5
Tuesday July 5, 11:59p. EST
Individual
Individual
Individual
5
5
10
Sunday July 3, 11:59p. EST
Tuesday July 5, 11:59p. EST
Friday July 01
Week 2 Summary of Deliverables
Individual or Team
Points
Due Date
Team
2.5
Monday July 11, 11:59p EST
Team
2.5
Monday July 11, 11:59p EST
Individual
Individual
Individual
Individual
5
5
10
20
Sunday July 10, 11:59p EST
Monday July 11, 11:59p EST
Friday July 08
On-going
Week 3 Summary of Deliverables
Individual or Team
Points
Team
10
Individual
Individual
[20 points]
20
Due Date
Wednesday July 13, 11:59p
EST
On-going
Thursday July 14
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