Fitchburg State University
EDUCATOR Programs
Comprehensive Syllabus
Course Prefix and Number
Course title
Day(s) and time of classes - Online
COURSE DESCRIPTION:
The purpose of this course is to provide assessment knowledge and skills that teachers of students with
visual impairments must have to meet the heterogeneous needs of children and adolescents with visual
impairment/blindness across the age span of birth to 22 years. The course will cover the three assessments
included in the essential assessments (EA); functional vision assessment, learning media assessment, and
screening and assessment in the Expanded Core Curriculum (ECC) content areas. Students will gain
knowledge in the background legal requirements for the EA, various protocols to meet the needs of
varying acuity and ability levels, and resources available for TVIs toolbox. In addition, participants will
be able to utilize various rubrics to improve practice.
Readings:
Fitchburg State University Teacher Preparation Programs. (2012). Conceptual framework. Fitchburg,
MA: Author. [Online] Available: http://www.fitchburgstate.edu/offices/academicoffices/education-unit/conceptual-framework/
Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum
frameworks. Malden, MA: Author. [Online] Available:
http://www.doe.mass.edu/frameworks/current.html
McKenzie, A. (2007). The use of learning media assessments with students who are deaf-blind. Journal of
visual Impairment & Blindness, 103(4), 587-600. New York, NY: AFB Press.
Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going,
and how we can get there. Journal of Visual Impairment & Blindness, 104(6), 338-348.
Shaw, R., Russotti, J., Strauss-Schwartz, J., Vail, H., & Kahn, R. (2009). The need for uniform method of
recording and reporting functional vision assessments. Journal of Visual Impairment & Blindness,
103 (6), 367-371. New York, NY: AFB Press.
Fitchburg State University Teacher Education Conceptual Framework
1
Knowledgeable
Caring
Ethical
Skillful
LEARNING OUTCOMES / OBJECTIVES:
Participants will gain knowledge and application skills in the essential assessment (FVA, LMA, & ECC)
for children and youth who are blind or visually impaired.
This course will address the dispositions of the Conceptual Framework in the following way(s):
Knowledge: As a result of the learning experiences in the course, you will become more cognizant
of: 1. legal requirements for assessments, 2. various tools and techniques for assessment, 3. Scoring
rubrics for assessment.
Skill: As a result of the learning experiences in the course, you will become better able to :conduct a
valid and reliable assessment.
Caring: As a result of the learning experiences in the course, you will become more competent in
your ability to improve and critique your own practice in assessment.
Ethical: As a result of the learning experiences in the course, you will become more competent in
your ability to: improve and critique your own practice in assessment.
INSTRUCTIONAL STRATEGIES
X
X
X
X
Lecture
Discussion/Questioning
Laboratory
Problem Finding/Solving
Discovery
Interviewing
Collaborative Learning Groups
Reflective Responses
Creating Visual Illustrations of Concepts
X
X
Data Collection and Analysis
Pre-Practicum
Role Playing/Simulation
Independent Learning
Field Trips
Computer Applications
Viewing or Listening to Followed by
Discussing
Other______________
Technology Initiatives:
2
Users of the Fitchburg State University computer systems are subject to all applicable federal, state, and
international computer laws. Questions regarding regulations may be directed to the office of Information
Technology Systems.
Candidates will utilize technology as:
 to access the course
 a communication method (email)
 a research method
COURSE REQUIREMENTS:
The required assignments for this course are as follows:
1. Discussion Forums (35 points). Discussion forums are required each week and points will be
distributed by the following rubric.
2. Educating administrators (2 points) - one page reflection (due by session 2).
3. Compare/Contrast paper (4 points) - Develop a two page compare/contrast paper for ESEA,
IDEA 2004, and your state’s State Performance Plan (due by session 2).
4. Develop a ½ page reflection (2 points) on your state’s RTI process (due by session 3).
5. Three ½ page reflections. (5 points). Visit the earubric.com website and create ½ page
reflection for each of the three resources chosen addressing why you chose them and how
you will use in your practice (due by session 3).
6. Shaw article anticipation guide (3 points). Submit your corrected anticipation guide with
appropriate citations (due session 4).
7. Rubric Reflections (6 points). Submit your 1 ½ page reflections on Edd’s FVA, LMA, &
ECC (due session 4, 5, & 6).
8. McKenzie article anticipation guide (3 points). Submit your corrected anticipation guide
with appropriate citations (due session 5).
9. Reflection on OSEP braille letter (2 points). Submit a one page reflection on the braille letter
addressing is this new learning and how will this impact your practice (due session 5).
10. Reflection on the low vision position paper (2 points). Submit ½ page reflection on the LV
position paper addressing how you will use this information to empower students and
families (due session 5).
11. Sapp & Hatlen article anticipation guide (3 points). Submit your corrected anticipation
guide with appropriate citations (due session 6).
12. Reflection on ECC Due Process in Lewisville (2 points). Submit a two page reflection on the
Due Process decision (due session 6).
13. Reflection on the Family Connect Website (2 points). Submit a two page reflection on the site
and how you might use the site with students or families (due session 6).
14. Reflection on the EA template (2 points). Submit a one page reflection on strengths,
weaknesses, and if you would be able to use in your practice (due session 6).
15. Revised Edd’s EA (5 points). Submit a revised Edd’s EA revising as needed (due session 7).
16. Reflection on Edd’s revised EA (3 points). Submit a 1 ½ page reflection addressing the mean
score, strengths, weaknesses, & what you would do differently (due session 7).
17. Measureable goal activity (3 points). Submit the measureable goal with score and rewritten
goals (due session 8).
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18. Write and submit 2 measureable goals from Edd’s EA (3 points). Due session 8.
19. Evaluate and submit one of your current EAs (10 points). Using the appropriate rubric
evaluate one of your EAs (be sure and de-identify any personal information) and write a ½
page reflection on the mean score, strengths, weaknesses, and what you could do to increase
the quality (due within one week of the session )
20. Peer Critique reflection (3 points). Have a peer critique the same EA using the appropriate
rubric and submit a 1 ½ page reflection on the mean they assigned to it, strengths identified,
weaknesses identified, & recommendations (due one week after last session).
Discussion Forums: There will be a discussion forum assignment in each of the seven sessions. Each
participant is required to contribute to each forum using information and knowledge gathered from the
class lecture, assigned reading, website visits, etc. Participation in the discussion forums is critical for
maximizing your learning experiences in this course. You are required to be part of an online community
who interact, through discussion to enhance and support the professional development of the group. Part
of the assessment criteria for the course includes assessing the quality and quantity of your participation in
the discussion forum.
Some characteristics that are considered to be part of excellent discussion contributions are outlined
below.
 A minimum of two posts are required. You should submit your initial post early in the session,
and your subsequent responses to the posts of other participants at timely intervals within the
duration of the session. Keep in mind that the goal is to have a dynamic discussion that lasts
throughout the entire session.
 Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good
ideas” will not be considered adequate. Support your statements with examples, experiences, or
references. You are, however, encouraged to be brief – keep each post and response to one or two
short paragraphs. Keep in mind that your fellow participants will be reading and responding to
you, too.
 Make certain to address the discussion prompt(s). This does not mean you should not extend the
topic, but do not stray from the topic.
 Discussions occur when there is dialogue. Build upon the posts and responses of other learners to
create discussion threads. Make sure you revisit the discussion forum and respond (if necessary)
to what other participants have posted to your initial responses.
 When relevant, add to the discussion by including prior knowledge, work experiences, references,
web sites, resources, etc. (giving credit when appropriate).
 Your contributions to the discussions should be complete and free of grammatical or structural
errors.
The rubric point scale will be used to assess your work based on a 5 point scale.
Seven discussion forums are required at 5 points possible for each = 35 possible points. Rubric =
 1 pt. possible for appropriate incorporation of and reference to the readings
 2 pts. possible for the appropriate number of responses (two responses per discussion – one to the
question and one to another participant’s post)
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
2 pts. possible for quality response (well-written, appropriate response to the question/topic).
Discussion
Forum Rubric
Incorporation
of and
reference to
the readings in
discussion
responses
Max pts: 1
Quality, wellwritten
response
Max pts: 2
Appropriate
number of
responses
Max pts: 2
2 points
1 point
0 points
Max pts: 1
Responses include
reference to the
readings assigned
for the week.
Responses do not
include any reference to
the readings for the
week.
Responses
clearly address
the discussion
topic including
student’s own
thoughts as well
as the responses
posted by others.
Responses address
the discussion
topic but do not
respond to
responses posted
by others.
Responses do not
address the discussion
topic.
A minimum of
two responses are
posted.
Only one response
is posted
No responses are
posted.
All assignments must be posted by the posted due date. Assignments will be accepted late but 1 point
will be deducted for each week the assignment is submitted after the due date.
EVALUATION OR GRADING POLICY:
Methods of Evaluation
Participants are evaluated by the following methods:



Rubrics =
Anticipation Guides =
Discussion Forums =
FITCHBURG STATE UNIVERSITY
5
GRADUATE GRADING SYSTEM
4.0
3.7
3.5
3.3
3.0
2.7
2.5
2.3
2.0
0.0
W
IN
IP
95 - 100
92 - 94
89 - 91
86 - 88
83 - 85
80 - 82
77 - 79
74 - 76
71 - 73
0 - 70
Withdrawn
Incomplete
In-Progress
A
AA-/B+
B+
B
BB-/C+
C+
C
F
Grades that fall between intervals will be rounded to the higher number.
COURSE CONTENT / TOPICAL OUTLINE
Session One:
 Review of syllabus and assignments

Effective Instructional Continuum Overview

Law & Regulations
o ESEA
o IDEA
o SPP
Session Goals:
1. Students will understand the course content and expectations.
2. Students will understand the effective instructional continuum for students with VI.
3. Students will understand the underpinnings of the law as it relates to the instruction for
students with VI.
Discussion Board:
Provide a brief description of yourself on the discussion forum board so we can get to know each other.
Readings:
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1. Review lecture
2. Review your state’s State Performance Plan found on your state’s special education website
3. Review IDEA 2004 found on OSEP’s website found at:
http://idea.ed.gov/explore/view/p/,root,regs,
Session Two:
 Eligibility
 RTI
 Getting Started on conducting an EA
 RIOT model
 Rubrics
Session Goals:
Students will have and understanding of the RTI/rti processes and rubrics for improving practice.
Discussion Board:
What is a key issue for students with VI as we think about RTI?
Readings:
Review all four EA rubrics (B-3, 3-5, 5-22, MD/DB) found in the rubric folder.
Session Three:
 EA (FVA)
o Rubrics
o Tools
o Resources
Session Goals:
Students will have an understanding and rudimentary application of the key concepts of the EA (FVA).
Discussion Board:
How would you improve the earubric.com website?
Readings:
Shaw et al. (2009)
Sample EA (Edd)
Session Four:
LMA Overview
 Required areas
 Protocols
 Resources
7
Session Goals:
Students will have an understanding and rudimentary application of the key concepts of the EA (LMA).
Discussion Board:
What background knowledge do you need to conduct an LMA?
Readings:
1. McKenzie (2007)
2. OSEP braille letter
3. Low Vision Position Paper
Session Five:
Essential Assessments (Continued)
 ECC
 Rubrics (content/quality)
 Resources
 Tools
Session Goals:
Students will have an understanding and rudimentary application of the key concepts of the EA.
Discussion Board:
How will you use the How to Conduct and EA handout in your practice?
Readings:
Lewisville Due Process
Sapp & Hatlen (2010)
Session Six:
EA Report Writing
Session Goals:
Students will have an understanding and rudimentary application of report writing.
Discussion Board:
What are the key factors in developing an EA report?
Readings:
Report Rubric (found in rubric folder).
Session Seven:
8
Program Planning


Laws & regulations
Writing Measurable Goals
Session Goals:
Students will have an understanding and rudimentary application of creating measurable goals.
Discussion Board:
How would you rate your school district/ special purpose school on writing measureable goals?
What is a key issue for students with VI as we think about RTI?
Readings:
Measureable Goal Matrix and activity handout
Session Eight:
Review of Rubrics and Peer Critique
Session Goals:
Students will have an understanding and rudimentary application of creating and evaluating a quality EA.
Discussion Board:
What would be your L of the KWL for this course?
Readings:
None
Summary of Weekly Topics and Assignments
Session
1
Topic(s)


Assignments Due
1. Complete & submit the K & W of
the KWL
2. Provide a brief description of
yourself on the discussion forum
board (1) so we can get to know
Effective
each other.
Instructional
3.
Submit a one page reflection on
Continuum
Review of
syllabus and
assignments
Possible
points
0
5
Due Date
Session 1
Session 1
Session 2
2
9
Overview

Law &
Regulations



2
3
ESEA
IDEA
SPP
1. Eligibility
2. Two-Prong
Test
3. Response to
Intervention
(RTI & rti)
4. Use of
Rubrics
5. Getting
started on
conducting
an EA
EA (FVA)
 Rubrics
 Tools
 Resources
strategies needed to educate nonvision administrator?
4. Submit a two page
compare/contrast paper on
ESEA/IDEA/your state’s
performance plan
1. Discussion Forum (2): What is a
key issue for students with VI as
we think about RTI?
2. Submit a ½ page reflection on
your state’s RTI process
3. Visit Earubric.com and select three
resources and write a ½ page
reflection on each of your chosen
resources and answer why you
chose that particular resource and
how you will use it in your
practice.
4. Review the Eligibility flow chart
5. Review the Conducting an EA
handout
6. Review the EA template
7. Complete the Shaw article
anticipation guide prior to reading
the article.
1. Discussion Forum (3): How would
you improve the earubric.com
website?
2. After reading the Shaw article
check your anticipation guide for
correct answer and complete the
citations. Submit the anticipation
guide with the corrections and
citations.
3. Apply the 5-22 rubric to Edd’s
sample report just for the FVA
portion using the score sheet and
write a 1 ½ page reflection to
address:
a. Mean score
b. Strengths
c. Weaknesses
d. What you would do
Session 3
4
5
Session 2
2
Session 3
5
Session 3
0
0
Session 2
Session 2
0
0
Session 2
Session 2
5
Session 3
5
Session 4
2
Session 4
10
differently.
4. Complete the McKenzie article
anticipation guide prior to reading
the article.
4
5
LMA, including
literacy
 Rubrics
(content/qua
lity)
 Resources
Tools
1. Discussion Forum (4): What
background knowledge do you
need to conduct an LMA?
2. Develop 1 page reflection on the
OSEP braille letter answering the
following questions: Is this new
learning? And how will this
impact your practice.
3. Submit a ½ page reflection on the
Low Vision position page
addressing how you will use this
information to empower students
and families?
4. Submit the anticipation guide for
the McKenzie article with
corrections and citations.
5. Apply the 5-22 rubric to Edd’s
sample report just for the LMA
portion using the score sheet and
write a 1 ½ page reflection to
address:
a. Mean score
b. Strengths
c. Weaknesses
d. What you would do
differently.
6. Complete the Sapp & Hatlen
article anticipation guide prior to
reading the article.
Essential
1. Submit a 2 page reflection on the
Assessments
first case law due process over the
(Continued)
ECC.
2. Review How to Conduct and EA
 ECC
handout
 Rubrics
(content/ 3. Discussion forum: How will you
use the How to Conduct and EA
quality)
handout in your practice?
 Resourc
4.
Apply the 5-22 rubric to Edd’s
es
sample report just for the ECC
 Tools
portion using the score sheet and
0
Session 3
5
Session 4
2
Session 5
2
Session 5
5
Session 4
2
Session 5
0
Session 4
3
Session 6
0
Session 5
5
Session 5
2
Session 6
11
write a 1 ½ page reflection to
address:
a. Mean score
b. Strengths
c. Weaknesses
d. What you would do
differently.
5. Visit the Family Connect website
found at:
http://www.familyconnect.org/par
entsitehome.aspx and watch the
videos. Submit a 2 page reflection
on the site and note how you might
use this site with students or
families.
6. Review the EA Template and
reflect on strengths, weaknesses,
and if you would be able to use in
your practice. Submit a 1 page
reflection.
6
7
How to write up 1. Rewrite Edd’s sample report
your EA for
keeping the content where
various
appropriate and make revisions on
audiences.
content that was weak.
2. Apply the report writing rubric to
your newly revised Edd’s sample
report using the score sheet and
write a 1 ½ page reflection to
address:
a. Mean score
b. Strengths
c. Weaknesses
d. What you would do
differently?
Program
1. Review measureable goal matrix.
Planning
2. Rewrite and submit the nonmeasurable goals on the
measurable goal activity page.
 Laws &
3. Write and submit two measurable
regulations
goals from Edd’s sample report.
 Writing
4.
Discussion Forum (6): How would
Measurable
you rate your school district/
Goals
special purpose school on writing
measureable goals?
2
Session 6
2
Session 6
5
Session 7
3
Session 7
0
3
Session 7
Session 8
3
Session 8
5
Session 8
12
8
Review of
Rubrics and
Peer Critique
1. Evaluate and submit one of your
EAs applying the appropriate
rubric (no identifying student
information). Answer the
following questions in a 1 ½ page
reflection:
a. Strengths
b. Weaknesses
c. What could you have done
to strengthen the quality of
your EA?
2. Have a peer apply the appropriate
rubric to your EA and write a 1 ½
page reflection to address:
a. Mean score
b. Strengths
c. Weaknesses
d. What were the
recommendations?
3. Discussion Forum: Complete your
L from the KWL for the course.
10
One Week
after sessions
end.
3
One Week
after sessions
end.
5
Session 8
Fitchburg State University encourages all Extended Campus students to take advantage of our online
student services. We have created a “virtual student center” just for you. Here you will find access to
Counseling Services, Career Services, The Student Activity Center, the university bookstore and many
other helpful links. You can access our student center by going to the university homepage at
http://www.fitchburgstate.edu and clicking on Offices and Services. Scroll down and click on Extended
Campus Center. You will find links to Library Services, our Virtual Student Center and other important
information.
FITCHBURG STATE UNIVERSITY
DISTANCE LEARNING & EXTENDED CAMPUS LIBRARY SERVICES
The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services
including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary
Loan; reference assistance via: phone, email, IM, Blackboard’s Collaboration and Elluminate tools, Skype
and in-person; library instruction; research help and more. Any questions relating to library services
should be directed to the Linda LeBlanc, Access Services Librarian, at 978-665-3062 or
dllibrary@fitchburgstate.edu. There is also a special section for Distance Learning and Extended Campus
Services at http://fitchburgstate.libguides.com/dlservices outlining the wide range of services available to
you and how to access them.
13
Students who are currently registered with the university may access any of the library’s subscription
databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s
homepage at http://www.fitchburgstate.edu/academics/library and clicking on the Research Databases
button in the center of the page. Select the resource you want to access from the alphabetical or subject
listing. Once you click on the database title you will be prompted for your Falcon Key logon information;
this is the same logon you will use for your Fitchburg State email account and if you have any online
Blackboard courses. If you do not know your Falcon Key username and password or if you have any
problems logging in, contact the university’s Technology Help Desk at 978-665-4500 or
helpdesk@fitchburgstate.edu. The Library can issue you a temporary guest Falcon Key to use while the
Technology Department is setting up your account: contact us at 978-665-3062 or
dllibrary@fitchburgstate.edu
All registered Fitchburg State University students are eligible for a Fitchburg State University OneCard
ID which also serves as his/her library card. If you have not received your OneCard yet, you can still
access all of our online services as long as you have activated your library account. Activate your library
account online at http://www.fitchburgstate.edu/librarycf/cardrequest.cfm or in person at the Circulation
Desk. After activation by the Gallucci-Cirio Library and receipt of your OneCard, students may also use
any Massachusetts State College/University Library as well as participating libraries in the Academic and
Research Collaborative (ARC) during the current semester. OneCards are available on campus all year
round. Students wanting a OneCard must either complete the online Extended Campus OneCard request
form http://web.fitchburgstate.edu/technology/onecard/photoless/index.cfm or present a course
registration confirmation at the OneCard Office in the Anthony Building, main campus. Please call 978665-3039 for available times or if you have any questions about your OneCard.
UNIVERSITY AND EDUCATION UNIT POLICIES
Policy on Disability
Disability Services is the primary support system for students with disabilities taking classes in the day
and evening divisions. The office is located on the third floor of the Hammond Building and can be
reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a
disability, if you have emergency medication information, or if you need special arrangements in case the
building must be evacuated, please make an appointment at the beginning of the course to talk with me. It
is important that the issues relating to disabilities be discussed with me as soon as possible.
Attendance and Participation
1. As an emerging professional, you are expected to attend every class session, to be on time, and to
communicate with the instructor regarding any absences. Absences and tardiness may result in a
permanent grade change. Attendance at all pre-practicum sessions is mandatory.
2. Participation in class discussions and cooperative groups is expected. All candidates are responsible
for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely
fashion demonstrates professional maturity and an ability to organize and manage time. Completion
of assigned reading is imperative to your individual development as a professional.
3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for
successful teaching and thus are factored into the final grade.
14
4. If you have questions for the instructor please post them in the Q&A forum found at the top of the
home page for the course. Your instructor will respond to any questions posted within 48 hours. This
is the best place to post all non-private questions that pertain to the course since other members of the
class will benefit from the answers as well.
5. The instructor will make every effort to check email frequently. However, please avoid any last
minute “crises” regarding any of your assignments by reviewing the requirements with sufficient time
to obtain clarification prior to the deadline.
6. Participants are welcome to use the “email the class” feature. Please keep messages sent to the whole
class related to course content and maintain the same professionalism as you would in a face-to-face
class.
7. Participants often have the misperception that taking a course online is easier since they don’t have to
physically go to a classroom. While the convenience of “attending class” on your own schedule does
make taking an online course easier, this type of educational environment requires discipline to ensure
that you don’t get behind. This medium does give participants flexibility in attending class – it is
more convenient – not easier!
Education Unit Computer Literacy Requirement
All assignments must be typed, doubled-spaced; follow the Department Writing Guide; and use APA
format when appropriate.
You are expected to use word processing for all assignments (unless otherwise instructed). [If your
course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with
other class members, to examine the use of software in the field, and to use the Internet to obtain
information, ideas and resources.’]
Cellular Telephones and Other Devices
Kindly turn-off cellular telephones during class time and field experiences and place them in book bags or
purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class
begins and if use of the laptop is not required, all laptops should be closed during class time so that your
full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to
take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note
taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress.
Thank you in advance for your consideration of colleagues and students.
Grade Appeal
If you disagree with the evaluation of your work or believe an improper grade has been assigned, an
appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State
University Grade Appeal Policy in your Student Handbook.
Academic Integrity Policy
The faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of
course requirements will be solely that of the individual candidate and all other sources will be cited
15
appropriately. University Academic Integrity Policy, as outlined in the University Catalogue, will be
strictly adhered to.
Copyright Policy
You are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted
material without permission of the copyright owner is illegal. Such unauthorized copying may violate the
rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of
copyrighted materials. See the Student Handbook for more details.
READING AND RESOURCES
Blankenship, Coy, Prause, & Siller (2011). Essential Assessment rubric and accompanying documents
found at: http://earubric.com
Koenig, A. J., & Holbrook, M. C. (1995). Learning media assessment of students with visual
impairments: A resource guide for teachers (2nd Ed.) Austin, TX: Texas School for the Blind and
Visually Impaired.
Sanford, L., & Burnett, R. (2008). FVLMA: Functional vision and learning media assessment for students
who are pre-academic or academic and visually impaired in grades K-12. American Printing
House for the Blind, Louisville, KY.
Smith, M. (2005). SLK guidebook and assessment forms. American Printing House for the Blind,
Louisville, KY.
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