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/academic-offices/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
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 Lecture X Data Collection and Analysis
X Discussion/Questioning Pre-Practicum
Laboratory Role Playing/Simulation
X Problem Finding/Solving Independent Learning
Discovery Field Trips
Interviewing Computer Applications
Collaborative Learning Groups X Viewing or Listening to Followed by
X Reflective Responses Discussing
Creating Visual Illustrations of Concepts Other______
Technology Initiatives:
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).
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)
· 2 pts. possible for quality response (well-written, appropriate response to the question/topic).
Discussion Forum Rubric / 2 points / 1 point / 0 pointsIncorporation of and reference to the readings in discussion responses
Max pts: 1 / 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.
Quality, well-written response
Max pts: 2 / 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.
Appropriate number of responses
Max pts: 2 / 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
GRADUATE GRADING SYSTEM
4.0 95 - 100 A
3.7 92 - 94 A-
3.5 89 - 91 A-/B+
3.3 86 - 88 B+
3.0 83 - 85 B
2.7 80 - 82 B-
2.5 77 - 79 B-/C+
2.3 74 - 76 C+
2.0 71 - 73 C
0.0 0 - 70 F
W Withdrawn
IN Incomplete
IP In-Progress
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:
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
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:
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 / Topic(s) / Assignments Due / Possible points / Due Date