College of Education
Graduate Studies in Education
EDRG 5350 Reading Assessment & InstructionalInterventions
Contact Name: Karen SampsonAddress / 35 South Main, Heber City, Utah 84032
Phone number / 435-671-2460
Email /
Name of Class / EDRG 5450 Assessment and Intervention
Name of Instructor / Karen Sampson
Credit Hours: 3
Class Hours:
Each class will meet 5,75 hours per week for 8 class meetings. / See fee information on our NUES Website
Course Description
This course is designed to assist practicing teachers in the use of literacy assessment in all forms and to learn to provide appropriate literacy instruction to all children driven by such assessment within an RtI (Response to Intervention) framework for academic and behavioral supports. Emphasis will be placed on understanding effective classroom instructional practices, evidence-based assessments, and applying highly effective literacy strategies.
Purpose
The purpose of this course is to help practicing teachers become proficient with a variety of formal and informal assessment and instructional procedures, and to strengthen the connections between them. The teachers will learn to screen students for reading problems or potential reading problems, diagnose students’ reading strengths and needs, and monitor students’ progress to ensure that students will make optimal progress in reading. Teachers will also learn procedures for managing and analyzing assessment data.
This course will also focus on curriculum-based measurement and the assessment/instructional cycle, and how to use assessment data to design and implement instructional interventions to increase students’ reading achievement. The four federal assessment categories: screening, progress monitoring, diagnosis, and outcomes will be studied within the 3-Tier Model. Scientifically-based instructional procedures will focus on developing oral language, teaching alphabet knowledge and phonemic awareness, teaching students to recognize and use common phonics spelling patterns, building vocabulary, increasing fluency, teaching students to apply comprehension strategies, and fostering students’ reading engagement. This course is required for the Level I Reading Endorsement.
Course Objectives/Alignment with Standards
After this course you will be able to:
Objectives / IRA StandardsUse a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. / 3.1
Place students along a developmental continuum and identify students’ proficiencies and difficulties. / 3.2
Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. / 3.3, 4.1, 4.2, 2.1, 2.2, 2.3
Communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policy makers, policy officials, community, etc.) / 3.4
Commitment to Technology The use of Canvas increases communication between the instructor and students. Overhead computer screen projection increases lecture efficiency. Interactive on-line classroom activities may include investigating both literacy and content area web sites with laptop computers. Students are encouraged to consider websites when thinking about readability and references for lessons plans.
Required Course Text(s) and Materials
These texts are an integral part of this class. They can be ordered through Amazon.
D. Ray Reutzel and Robert B. Cooter, Jr.: Strategies for Reading Assessment and Instruction: Helping Every Child Succeed. Pearson, 2011 Fourth Edition. ISBN-13: 978-0-13-704838-0
A course Journal/Notebook for note taking, readings, class discussions, and reflections
Course Outline
Class / TOPICS in Class / HOMEWORK1
April 29th / Introductions
Course Expectations
Syllabus Review
- Principles of Classroom Reading Assessment
- Basic Assessment Strategies
- Comprehension Assessments
- Observation & Collection Strategies
Read: Textbook pages 33-39 “Using Assessment Data to Inform Instruction”
Article (posted on Canvas): Maximizing the Power of Formative Assessments by Rick Stiggins & Rick DuFour (Using the Sticky Note Strategy)
Write: Discussion board in Canvas
2
May 6th /
- What is Formative Assessment?
- When and how do we use it successfully in our classrooms?
- Using Assessment Data to Inform Instruction
- Creating Common Assessments
Read: Chapter 2: Response to Intervention
Action Study: Pay attention to, and write down the Formative Assessments you use during the week while teaching Reading/Language Arts. Be ready to share your findings.
Write Discussion board in Canvas
3
May 13th /
- Response to Intervention: What is it?
- Connecting the Use of RTI Models to Assessment
- RTI & Problem Solving
- Effective Tier 1 Reading Instruction
- Tier 2 Instruction: Triage in Classrooms
- Tier 3 Instruction: Intensive Literacy Interventions Beyond the Classroom
Begin Working on your Reading Assessment & Intervention Case Study
Read: Chapter 3; Oral Language Assessment & Development
Write: Discussion board in Canvas
4
May 20th /
- Oral Language Assessment & Development
- The connection between Oral Language & Literacy
- Children’s Concepts about Print
Reading & Becoming an Expert:
Divided among the sites:
Chapter 5: Phonemic Awareness & Alphabetic Principle or
Chapter 6: Phonics & Decoding Skills or
Chapter 7: Reading Fluency
Midterm Next Week
Write: Discussion board in Canvas
5
May 27th /
- Phonemic Awareness & Alphabetic Principle
- Phonics & Decoding Skills
- Reading Fluency
- Midterm
Read: Chapter 8; Teaching & Assessing Vocabulary Development
Write: Discussion board in Canvas
6
June 3rd /
- Teaching & Assessing Vocabulary
- Teaching & Assessing Comprehension Skills
Read:
Write Discussion board in Canvas
7
June 10th /
- Focus on Special Education
Case Study (Be prepared to present to the class)
Write: Discussion board in Canvas
8
June 17th /
- Case Studies Presented
- Final
Assignments
Assignment / Date Due / Points Possible / Total Possible1. Weekly Class Discussions Online / Weekly / 25 Points each x 8 / 200 Points
2. Professional Reflection & Analysis Discussions / Classes 1-7 / 25 Points each x 7 / 175 Points
3. Recognizing & Using Formative Assessments in the Classroom / Class 2 / 50 Points / 50 Points
4. Mid-Term Exam / Class 5 / 50 Points / 50 Points
5. Reading Assessment & Intervention Case Study / Class 8 / 200 Points / 200 Points
6. Final Exam / Class 8 / 50 Points / 50 Points
TOTAL / 725 Points
All assignments must be submitted via Canvas If you need help making a Canvas assignment submission, please contact your CUES, NUES, or SESC Tech Trainer or your school district Technology Department.
Assignment Descriptions:
1.Weekly Class Discussions Online (25 points each; 200 points)
Read the assigned chapters for the week. In the discussion board, respond to the question or complete the task as directed in Canvas.
2. Professional Reflection and Analysis Discussion(25 points each; 175 points)
During selected class sessions, the instructorwill choose a topic discussed during the class period. Students will be assigned to a small group to reflect and analyze how this topic might be fully implemented and applied in the classroom. Students should discuss the benefits and challenges of the topic under discussion and develop consensus as to the best plan of action to be taken. Notes, personal reflections, and group discussions should be noted in your class journal/notebook. A discussion summary is due at the end of each class session.
3. Recognizing and Using Formative Assessments (50 points). Pay attention to the Formative Assessments you use during your Reading/Language Arts time to assess student understanding and progress. Write a paper describing your assessments and how you use that data to drive your instruction.
4. Mid-Term Exam(50 points)
This open-book/open-notes quiz will be based on the information from our text, additional readings, and class discussions. Multiple-choice and open-response questions will assess the student’s understanding of the first half of the course.
5. Reading Assessment and Intervention Case Study (200 points): Identify a student or small group of students that need additional support in reading. Administer screening assessments to gather baseline data, diagnostic assessments to identify students’ instructional strengths and needs, and on-going progress monitoring data. Based on these data sets, implement reading instruction interventions (or suggestions for interventions) to improve their reading achievement. Describe all procedures and progress in a written case study. Prepare a brief overview of your study to present to the class.
6.Final Exam(50 points)
This open-book/open-notes quiz will be based on the information from Volume 2 of the RTI Applications text. Multiple-choice and open-response questions will assess the student’s understanding of this text and the last half of the course.
Course Files
This course will include PDF articles that will be read and discussed in class. Those articles will be placed in the Canvas files at least a week prior to class. It will be the responsibility of the student to access these files digitally in class (by bringing a laptop or tablet to class – the preferred option) or by printing those out prior to attending class.
Grading Scale
All assignments must be submitted in order to receive a grade. Attendance and participation are essential components of the course. If a student misses more than one class without contacting the instructor beforehand, the final grade may be deducted one full letter grade. If a student is often late for class (10 minutes or more) the instructor may deduct accumulated missed class time and dock the final grade accordingly. With prior approval from the instructor, watching the recording of the class missed, and participating in the On-Line Discussions will be considered the same as attending the class. However, this is not an alternative for attending classes, and will be allowed for one class only unless previously approved by the instructor. Percentages for grades are as follows:
100-95A94-90A-89-87B+86-83B 82-80B- 79-77 C+ 76-73 C 72-70 C-
Academic Integrity
Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest extent. You are expected to have read and understood the current issue of the student handbook (published by Student Services) regarding student responsibilities and rights, and the intellectual property policy, for information about procedures and about what constitutes acceptable on-campus behavior.
ADA Statement Students with medical, psychological, learning or other disabilities desiring academic adjustments, accommodations or auxiliary aids will need to contact the Southern University Coordinator for Services for Students with Disabilities (SSD) in room 205C of the Sharwan Smith Center or phone (435) 865-8022. SSD determines eligibility for and authorizes the provision of services.
Contact Hours
Forty-five hours will be spent with an instructor in person. Time not considered contact hours include homework outside of class: reading, writing, non-group projects, and so forth. To qualify for credit, Southern Utah University requires that learners must complete 15 hours of contact time per credit hour in any given course.
Information contained in this syllabus, other than attendance policies, may be subject to change without advanced notice, as deemed appropriate by the instructor.