CPSE 430
CPSE 430
Brigham Young University ( Counseling Psychology and Special Education
Winter 2009
Course title: Teaching Reading and Language Arts: Students with Disabilities
Course credit: 3
Room and time: W006 BNSN 4:00-6:50 W
Instructors: Heidi Abraham, MS 237A MCKB heidi_abraham@byu.edu
TTh, 3:00-4:00, others by appointment
Greg Benner, PhD gbenner@u.washington.edu
Available by email
Course Description: This course teaches a practical and hands on approach for teaching reading to students with disabilities. Teacher candidates will learn to task analyze and develop instruction in the critical areas of reading and writing. Teacher candidates will learn to teach the Reading Mastery 2008 Signature Edition Curriculum in preparation for summer practicum.
Practicum: Teacher candidates will complete a practicum experience in a setting of their choice (elementary and secondary placements will be provided). The practicum will require 1-2 hours outside of class each week.
Prerequisite: Admission to special education major or licensure program.
Required texts
Mathes, P., Torgeson, J., & Clancy-Menchetti, J. (2001) K-PALS (Kindergarten Peer Assisted Learning Strategies). Longmont: Sopris West.
Mathes, P., Torgesen, J., Allen, S. & Howard, J. (2001) First Grade PALS (First Grade Peer Assisted Learning Strategies). Longmon: Sopris West.
Conceptual framework for this course
Moral endeavor at Brigham Young University is established upon principles of eternal and unchanging truth contained in the restored gospel of Jesus Christ. Prophets of God proclaim that “all human beings—male and female—are created in the image of God. Each is a beloved spirit son or daughter of heavenly parents, and, as such, each has a divine nature and destiny.”1
Teaching is a moral endeavor that recognizes and responds to the divine destiny of each student. Moral teachers ensure that students master the knowledge, skills, and dispositions necessary to realize their divine potential for growth and achievement. Therefore, teachers:
1. Recognize and cultivate the individual worth of each student
2. Embrace and apply proven instructional practice
3. Establish and maintain positive, supportive learning environments
4. Value and enact respectful interpersonal behavior and responsible citizenship.
Four assumptions guide our work:
1. All children can learn.
2. Schools exist to advance student learning.
3. Teachers are accountable for student learning.
4. Accountability is confirmed by data.
NCATE elements and standards
| | |Council for Exceptional|INTASC Evaluation Standards| |
| | |Children | |MSE Conceptual Framework Aims|
|Course Learning Outcomes |Assessment | | | |
| | |CEC knowledge and skill|S1: Subject matter |CF1: Embrace and apply the |
| | |base for all |S2: Student learning |moral dimensions of teaching |
| | |entry-level special |S3 Diverse learners |Practice nurturing pedagogy |
| | |education teachers of |S4: Instructional |Provide access to knowledge |
| | |students with |strategies |Enculturate for democracy |
| | |exceptionalities in |S5: Learning environments |Ensure responsible |
| | |individualized general |S6: Communication |stewardship of schools |
| | |curriculums |S7: Planning instruction |CF2: Demonstrate academic |
| | | |S8: Assessment |excellence. |
| | | |S9: Reflection and |CF3: Model collaboration |
| | | |professional development |CF4: Act with social |
| | | |S10: Collaboration, ethics,|competence |
| | | |and relationships | |
|1. Write IEP present levels of educational|Weekly Task Analysis |CC7S2 |S2 S8 |CF1 CF2 |
|performance and, measurable annual goals | | | | |
|for reading. | | | | |
|2. Demonstrate knowledge of core |Scope and Sequence Assignment|GC4K1 CC7K2 GC9K1 |S2 S7 |CF1 CF2 |
|curriculum for reading and language arts | | | | |
|3. Task analyze learning objectives for |Weekly Task Analysis |GC4K1 CC7K2 GC9K1 |S2 S7 |CF1 CF2 |
|reading and language arts | | | | |
|4. Plan daily lessons for reading and |Submit paper |CC7K1 CC7S2 CC7S5 |S7 |CF1 CF2 |
|language arts. | |CC7S10 | | |
|5. Use Dynamic Indicators of Basic Early |Reading Practicum |CC7S4 CC8K1 CC8K4 |S7 S8 |CF1 CF2 |
|Literacy Skills (DIBELS) to benchmark and | |GC8K1 GC8K4 CC8S2 | | |
|monitor reading progress of one early | |CC8S5 | | |
|elementary student. | | | | |
|6. Choose reading materials to match |Reading Practicum |GC4K1 CC7K2 GC9K1 |S2 S7 |CF1 CF2 |
|student instructional reading levels. | | | | |
|7. Demonstrate the teaching of the 5 |Reading Mastery Lesson |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |
|areas of the national reading panel | |GC6S2 | | |
|8. Demonstrate the teaching of writing. |Writing Lesson Plans |GC4S4 GC4S11 GC4S12 |S4 |CF1 CF2 |
|9. Demonstrate the use of progress |Reading Practicum |CC7S4 CC8S8 CC8S10 |S4 |CF1 CF2 |
|monitoring data to make instructional | | | | |
|decisions. | | | | |
CPSE 430 Assignments and Instructions
Reading Portfolio
Phonemic Awareness Scope and Sequence
Work in groups to assign grade levels to scope and sequence that is provided for phonemic awareness
Phonemic Awareness Weekly Task Analysis and Lesson Plan
• Choose one skill from the Phonemic Awareness Scope and Sequence
• Write a PLAAFP based on data (if appropriate)
• Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
• Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
• Choose one lesson objective to develop into a direct instruction lesson plan
• Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
Phonics Scope and Sequence
Work in groups to assign grade levels to scope and sequence that is provided for phonics
Phonics Weekly Task Analysis and Lesson Plan
• Choose one skill from the Phonemic Awareness Scope and Sequence
• Write a PLAAFP based on data (if appropriate)
• Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
• Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
• Choose one lesson objective to develop into a direct instruction lesson plan
• Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
Vocabulary Scope and Sequence
Work in groups to identify skills needed at grade levels using scope and sequence that is provided for vocabulary
Fluency Scope and Sequence
Work in groups to identify skills needed at grade levels using scope and sequence that is provided for fluency
Comprehension Weekly Task Analysis and Lesson Plan
• Choose one skill from the Phonemic Awareness Scope and Sequence
• Write a PLAAFP based on data (if appropriate)
• Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
• Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
• Choose one lesson objective to develop into a direct instruction lesson plan
• Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
Reading Mastery Lesson
• Choose a lesson from Reading Mastery
• Prepare to teach lesson
• Teach lesson in class to a group of 3 students
• Turn in 3 fidelity rating scales on members of group
• Turn in lesson reflection
Written Language Weekly Task Analysis and Lesson Plan
• Choose one skill from the Phonemic Awareness Scope and Sequence
• Write a PLAAFP based on data (if appropriate)
• Write an IEP goal, unit goal and weekly goal that includes audience, behavior , and conditions
• Task Analyze the skill into 5 daily lesson objectives that include audience, behavior, and conditions
• Choose one lesson objective to develop into a direct instruction lesson plan
• Write a direct instruction lesson plan following the direct instruction lesson plan template
o Include a review worksheet
o Include group oral responses, individual oral responses, and written responses in guided practice
o Include an independent practice worksheet or assignment
SRSD Writing Strategy Lesson Plan
• Choose a writing strategy from list
• Develop SRSD Lesson Plan using template provided on blackboard
Reading Practicum
|Date Due |Assignment |Instructions |Completed |
|1/21 |DIBELS Benchmark One |Choose a student in your practicum setting to test using DIBELS Benchmark| |
| |(one per Teacher Candidate) |1. | |
| | |Download materials online for Kindergarten and First Grade. | |
| | |Test Student in the following tests | |
| | |K-ISF | |
| | |1st- LNF, NWF,PSF, ORF | |
| | |SUBMIT IN CLASS | |
|2/4 |Literature Review |Follow instructions listed on assignment on blackboard | |
| |(one per group) |SUBMIT IN CLASS | |
|2/6, 2/20, |Teaching Schedule |Email teaching schedule every two weeks starting on 2/6. If you are | |
|3/6 |(one per group or one per |implementing the intervention in a group you will send one per group. If| |
| |teacher candidate) |you are implementing the intervention individually you will send one per | |
| | |teacher candidate. Follow the template on blackboard. | |
| | |SUBMIT BY EMAIL | |
|2/6, 2/20, |Weekly Review Meeting Log |Email weekly review meeting log every two weeks starting on 2/6. Your | |
|3/6, 3/20 |(One per group) |group should plan to meet once a week to review data and plan for the | |
| | |following week. Follow the template on blackboard. | |
| | |SUBMIT BY EMAIL | |
|3/25 |DIBELS Benchmark Two |Test Student in the following tests using DIBELS Benchmark 2 | |
| |(one per teacher candidate) |K-ISF, LNF, NWF,PSF | |
| | |1st-ORF | |
| | |SUBMIT IN CLASS | |
|3/27 |Intervention Assessment |Email to Heidi by 3/27. Follow template on blackboard. | |
| |(one per group) |SUBMIT BY EMAIL | |
|4/8 |Poster Presentation |Group members work together to prepare poster. Follow instructions | |
| |(one per group) |listed on assignment on blackboard. | |
| | |SUBMIT IN CLASS | |
CPSE 430 Assignments
Reading Portfolio
Please keep each graded assignment in an organized binder. Your binder will be due on the last day of class.
|Assignment |Points |Completed |
|Phonological and Phonemic Awareness Scope and Sequence |5 | |
|Phonological and Phonemic Awareness Weekly Task Analysis |10 | |
|Phonological and Phonemic Awareness Lesson Plan |10 | |
|Phonics and Decoding Scope and Sequence |5 | |
|Phonics and Decoding Weekly Task Analysis |10 | |
|Phonics and Decoding Lesson Plan |10 | |
|Vocabulary Scope and Sequence |5 | |
|Fluency Scope and Sequence |5 | |
|Comprehension Scope and Sequence |5 | |
|Comprehension Weekly Task Analysis |10 | |
|Comprehension Lesson Plan |10 | |
|Reading Mastery Lesson |10 | |
|Writing Scope and Sequence |5 | |
|Writing Weekly Task Analysis |10 | |
|Writing Lesson Plan |10 | |
|SRSD Writing Strategy Lesson Plan |10 | |
|Final Submission- |10 | |
|Total |140 | |
Reading Practicum
|Assignment |Points |Completed |
|DIBELS Benchmark One |10 | |
|Literature Review (Group Assignment) |10 | |
|Teaching Schedule (Group or Individual Assignment) 3@5 points |15 | |
|Weekly Review Meeting Log (Group Assignment) 4@5 points |20 | |
|Peer Teaching Evaluation |10 | |
|DIBELS Benchmark Two |10 | |
|Intervention Assignment (Group Assignment) |10 | |
|Poster Presentation |25 | |
|Total |110 | |
Final (Will be calculated from assignments listed above)
|Reading Portfolio Final Submission |10 |
|Poster Presentation |25 |
Point deductions: Late assignments 10% each class day
Unexcused absence 2 points
Grading: A 95-100 % B 84-87 C 74-77 D 64-67
A- 91-94 B- 81-83 C- 71-73 D- 61-63 B+ 88-90 C+ 78-80 D+ 68-70 E < 61
COURSE SCHEDULE
|Date |Class Lecture |Class Assignments |Practicum Assignments |
|1/7 |Intro to Course | |DIBELS Testing Benchmark One in |
| |DIBELS Training | |practicum setting |
|1/14 |Greg Benner | | |
| |RTI | | |
| |Characteristics of Learners | | |
| |Diagnostics | | |
| |BAM | | |
|1/21 |Supplemental Instruction |Complete IRIS Module PALS-A reading|Due in class today |
| |Phonological Awareness and Phonemic Awareness |strategy for grades K-1 |-DIBELS Testing Benchmark One |
| |Teacher Directed-DI Lessons | | |
| |Peer Mediated-KPALS |Read KPALS | |
| |Progress Monitoring -DIBELS ISF, PSF | | |
|1/28 |Supplemental Instruction |Read First Grade PALS | |
| |Phonics and Decoding |Phonemic Awareness Weekly Task | |
| |Teacher Directed-DI Lessons |Analysis and Lesson Plan Due | |
| |Peer Mediated-First Grade PALS | | |
| |Progress Monitoring- DIBELS LNF, NWF, ORF | | |
|2/4 |Supplemental Instruction |Phonics Weekly Task Analysis and |Due in class today |
| |Vocabulary and Fluency |Lesson Plan Due |- Lit Review |
| |Teacher Directed-DI Lessons | |Submit by email by Friday |
| |Peer Mediated- Class Wide Peer Tutoring | |-Teaching Schedule |
| |Progress Monitoring-Vocabulary CBA | |-Weekly Review Meeting Log |
| |Timed Reading | | |
|2/11 |Supplemental Instruction |Complete one IRIS Module PALS-A |Start Intervention in practicum |
| |Comprehension |reading strategy for grades 2-6 or |setting |
| |Teacher Directed-DI Lessons |PALS a reading strategy for high | |
| |Peer Mediated-PALS Older Students |school | |
| |Progress Monitoring- MAZE | | |
|2/18 |Supplemental Instruction |Comprehension Weekly Task analysis |Continue Intervention in practicum |
| |Spelling and Penmanship |and Lesson plan due |setting |
| |Teacher Directed-Strategy Instruction, DI Lessons | |Submit by email by Friday |
| |Peer Mediated –Class Wide Peer Tutoring | |-Teaching Schedule |
| | | |-Weekly Review Meeting Log |
|2/25 |Greg Benner | |Continue Intervention in practicum |
| |Current Research in Reading | |setting |
| |Now that I know what I need to teach, how do I | | |
| |choose a program to use? | | |
|3/4 |Reading Mastery | |Continue Intervention in practicum |
| | | |setting |
| | | |Submit by email by Friday |
| | | |-Teaching Schedule |
| | | |-Weekly Review Meeting Log |
|3/11 |Teach |Reading Mastery Lesson Assignment |Continue Intervention in practicum |
| |Reading Mastery Lessons in class |Due at end of class |setting |
|3/18 |Written Language | |Continue Intervention in practicum |
| |K-6 | |setting |
| |Teacher Directed-DI Lessons | | |
| |Progress Monitoring-Daily Data Collection | |DIBELS Testing Benchmark Two in |
| | | |practicum setting |
| | | | |
| | | |Submit by email by Friday |
| | | |-Weekly Review Meeting Log |
|3/25 |Written Language |Written Language Weekly Task |Due in class today |
| |SRSD Writing Strategies |Analysis and Lesson Plan Due |-DIBELS Testing |
| | | |Benchmark Two |
| | | | |
|4/1 |Greg Benner |SRSD Writing Strategy Lesson Plan | |
| | |Due | |
| |What do I do with non responders? | | |
| |Intensive Interventions | | |
|4/8 |Poster Presentations | |Due in class today |
| | | |-Posters |
| | | |-Presentations |
Methodologies: Multimedia presentations, interactive demonstrations, small group collaborative activities, mastery presentations.
Course expectations
• Adhere to the Honor Code and dress and grooming standards
• Attend all class sessions
• Actively participate in course activities
• Complete and submit assignments when scheduled
• Use effective problem solving strategies
Mission of Brigham Young University Special Education
We maximize the potential of learners with individualized educational needs to elevate their quality of life. We accomplish this by supporting the mission and aims of a BYU education as we integrate teaching, research, and service. We specifically:
• Prepare competent and moral educators who select, implement, and evaluate research-based effective teaching practices and appropriate curriculum for learners with special needs.
• Prepare master special educators who provide leadership in problem solving and collaborative relationships with professionals and families.
• Add to the knowledge base of special education and related disciplines through research.
• Serve and advocate for learners with individualized educational needs and others who support them
Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. The BYU policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24 hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability that may impair your ability to complete this course successfully, please contact the University Accessibility Center (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the University Accessibility Center. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. You should contact the Equal Employment Office at 422- 5895, D-282 ASB.
Diversity
The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and with diverse linguistic and cultural backgrounds.
Visitors
All visitors must be approved by the instructor prior to coming to class. Please give instructor 24 hours notice.
Note
1. The Family: A Proclamation to the World. The Church of Jesus Christ of Latter-day Saints, Intellectual Reserve, 1997.
Bibliography
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read. Washington, DC: National Institute for Literacy. Available at:
Carnine, D. W., Silbert, J., Kame’enui, E. J., Tarver, S. G. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson.
Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203-212.
Gersten, R. & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101(3), 251-272.
Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities. Learning Disabilities Quarterly, 22, 78-98.
Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532.
Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26.
U. S. Department of Education (2002). Guidance for the Reading First Program. Washington, D. C.: Office of Elementary and Secondary Education. Available at:
Wren, S. (2002). Ten myths of reading instruction. Austin TX: Southwest Educational Development Laboratory. Available at
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