University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus) Grade Basis
Contact Hour Change and or Credit Change Repeatability Change
Diversity Option Other:
General Education Option
area: *
* Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term:
Current Course Number (subject area and 3-digit course number): SPECED 487/687
Current Course Title: Academic Interventions II
Sponsor(s): Amy Stevens
Department(s): Special Education
College(s):
List all programs that are affected by this change:
Special Education Major
If programs are listed above, will this change affect the Catalog and Advising Reports for those programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA Yes They will be submitted in the future
1
Form 2’s have been created for both emphasis areas (EBD/LD and CD). Please refer to these form 2’s for program details.
Proposal Information: (Procedures for form #4A)
I. Detailed explanation of changes (use FROM/TO format)
Current course content addresses writing process interventions for students with disabilities. The scope will broaden to include development of reading and writing vocabulary and reading comprehension across content areas and through instructional interventions and related instructional technology in addition to writing instruction.
FROM:
SPECED 487 ACADEMIC INTERVENTION II 3
This course is about writers and writing. We will examine the processes and skills children and adolescents engage in to compose a quality written product. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing "best practices" in teaching writing as a tool for literacy development will be emphasized. Students will develop personal philosophies and instructional strategies for teaching the development and fluency aspects of composition.
Prereq: SPECED 205, 324, 325, 361, 426 SPECFLD 385 and admission to Professional Education.
TO:
SPECED 487 ACADEMIC INTERVENTION II 3
This course addresses reading and writing instruction across the curriculum and interventions. The processes and skills children and adolescents engage in to develop vocabulary, comprehend text, and compose quality written work are examined. Specifically the difficulties encountered by students with language and learning differences are reviewed and research providing “best practices” in teaching vocabulary, comprehension, and writing as tools for literacy development will be emphasized. Students will develop skills for teaching reading/writing vocabulary, reading comprehension, and writing process/products and explore technology that supports instruction. Students will master instructional strategies for reading comprehension, vocabulary knowledge, and the development and fluency skills involved in written composition.
Prereq: SPECED 205, 324, 325, 361, 426 SPECFLD 385 SPECED 486/686 and admission to Professional Education.
II. Justification for action
The special education program is undergoing a revision which will add courses, remove courses and change the course sequence. Changing content of SPECED 487/687 aligns it with the adapted content in SPECED 486/686; allowing for improved instructional content in 487/687 and balancing the instructional/learning expectations between SPECED 486/686 and SPECED 487/687. Changing course content will better align the content to prepare special education majors to meet their changing professional responsibilities and new licensing requirements including the edTPA and the Wisconsin Foundation of Reading Test.
In the new major all special education majors (i.e., both emphases areas) will take both SPECED 486/686 and SPECED 487/687 ensuring adequate content coverage. In the old special education major, depending on student choice of specialization, they may not have the requirement to take SPECED 487/687. The proposed content and program change ensures all students have the benefit of the same special education instructional interventions content.
Assessment Objectives: Reorganizing content to move some old SPECED 486/686 content to SPECED 487/687 explicitly responds to the strategic plan for the Department of Special Education and the departmental goals of responding to the new edTPA and Wisconsin Foundations of Reading test licensing requirements and updating course content in response to changing professional needs of special education teachers.
Budgetary Consideration: There is no impact on budget by changing this class as the overall number of courses and credits for degree remain the same.
III. Syllabus/outline (if course revision, include former syllabus and new syllabus)
Former Syllabus –
University of Wisconsin-Whitewater
College of Education
Department of Special Education
Syllabus: SPECED 487/687 Academic Interventions II
Instructor: Office:
Phone: (262) 472- Office Hours:
E-MAIL:
Course Description:
This course is about writers and writing. We will examine the processes and skills children and adolescents engage in to compose a quality written product. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing “best practices” in teaching writing as a tool for literacy development will be emphasized. Students will develop personal philosophies and instructional strategies for the development and fluency skills involved in composing.
Prereq: SPECED 205, 324, 325, 361, 426 SPECFLD 385 and admission to Professional Education.
Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.
University Policies:
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).
COURSE COMPETENCIES
· Know the processes and skills children and adolescents engage in to compose a quality written product
· Know the difficulties encountered by students with language and learning differences
· Use “best practices” in teaching writing as a tool for literacy development
· Students will develop personal philosophies and instructional strategies for the development and fluency skills involved in composing.
CEC Knowledge and Skills addressed
Knowledge and Skills Common Core
ICC7S9 – Incorporate and implement instructional and assistive technology into the educational program
K&S Cross Cat
IGC4K1 – Sources of specialized materials, curricula, and resources for individuals with exceptional learning needs
IGC4S3 – Teach learning strategies and study skills to acquire academic content
IGC4S15 – Teach strategies for organizing and composing written products
IGC6S2 – Teach strategies for spelling accuracy and generalization
IGC6S4 – Teach methods and strategies for producing legible documents
IIC4S1 – Use research supported instructional strategies and practices
K&S Disability Specific
LD4K4 – Methods for teaching individuals to independently use cognitive processing to solve problems
LD6K1 – Typical language development and how that may differ for individuals with learning disabilities
LD7K2 – Sources of specialized curricula, materials, and resources for individuals with learning disabilities
LD4S1 – Use research supported methods for academic and nonacademic instruction of individuals with learning disabilities
LD4S5 – Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval
LD4S6 – Use responses and errors to guide instructional decisions and provide feedback to learners
LD4S10 – Teach strategies for organizing and composing written products
LD5S1 – Teach individuals with learning disabilities to give and receive meaningful feedback from peers and adults
LD6S2 – Teach strategies for spelling accuracy and generalization
LD6S4 – Teach individuals with learning disabilities to monitor for errors in oral and written communications
ICC7K4 – Technology for planning and managing the teaching and learning environment
COURSE MATERIALS
Required Text (Bookstore rental, Purchase for grads (you may be able to rent for a fee as well)):
Polloway, E.A., Smith, T., & Miller, L. (2004). Language instruction for students with
disabilities. Denver, CO: Love Publishing Company.
Additional Required Readings (available on D2L, ebscohost, ERIC, etc):
Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools
for unraveling the mysteries of comprehension and the writing process, and for providing
meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17,
65-77.
Bratcher, S. (1994). Evaluating children’s writing: A handbook of communication choices for classroom teachers. New York: St.Martin’s Press, 41-72.
Flowers, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition
and Communication, 32, 365-387.
Graham, S., & Harris, K. (2000). The role of self-regulation and transcription skills in writing and
writing development. Educational Psychologist, 35(1), 3-13.
Graham, S., Harris, K., & Larsen, L. (2001). Prevention and intervention of writing difficulties for
students with learning disabilities. Learning Disabilities Research and Practice, 16(2), 74-
85. (FYI electronic search engines drop Larsen as an author)
Graham, S., Harris, K., & MacArthur, C. (2006). Explicitly teaching struggling writers: Strategies
for mastering the writing process. Intervention in School and Clinic, 41, 290-294.
Hessler, T., Konrad, M., & Albre-Morgan, S. (2009). Assess student writing. Intervention in School and Clinic, 45(1), 68-71. (hard copy provided in class)
Isaacson, S. l., (1994). Integrating process, product, and purpose. Reading and Writing Quarterly, 10(1), 39-61.
Roth, F.P. (2000). Narrative writing: Development and teaching with children with writing
difficulties. Topics in Language Disorders, 20(4), 17-21.
Wisconsin’s Model Academic Standards for Writing. Madison, WI: Wisconsin Department of
Public Instruction
Wong, B. (2000). Writing strategies instruction for expository essays for adolescents with and
without learning disabilities. Topics in Language Disorders, 20(4), 29-32.
COURSE REQUIREMENTS AND EXPECTATIONS:
1. Complete required readings prior to class. Class activities and lectures will not supplant reading assigned materials.
2. Active participation in class: Regular attendance and participation in class activities are an important part of learning. There will be in-class experiences (videos, small group work, etc.) that cannot be made up outside of class. Individuals with perfect attendance and excellent participation may have their semester grade increased at the discretion of the instructor. Likewise, poor attendance and/or participation may negatively impact your grade. Discuss extenuating circumstances requiring absence with the instructor during office hours.
3. Professional Dispositions/Responsibilities:
a. Exchange phone-numbers/e-mail addresses with 2-3 students. Arrange for other students to collect handouts should you miss class. Materials & handouts will not be brought more than once. Contact these people prior to any class that you miss.
b. Turn off/silence Cell Phones/computers during class. Students with cell phones/computers in view will have a 5% point deduction from their final grade. Discuss extenuating circumstances with the instructor prior to the start of class.
c. If you have a disability that requires accommodations please talk with the instructor & seek assistance from Disabled Student Services (see last page).
d. Seek assistance when needed. Drafts of assignments may be discussed for feedback with the instructor but will not be “pre-graded” against rubrics. Please make an appointment to discuss drafts during office hours at least one week prior to the assignment due date. Draft reviews will occur only with an in person conference. Planning, research, and completion of assignments are the responsibility of students. Use of the Student Tutoring Service is recommended for writing assistance.
e. Integrity:
- Students are expected to respect but not necessarily agree with the opinions and beliefs of classmates.
- Academic integrity is expected. Academic misconduct (as defined in UWW policies and procedures) will result in an “F” for the course. And formal report submitted to the Dean of Students.
- Group projects require added responsibility to others in class and at other times. A group or member of a group may be reassigned for a variety of reasons (high absenteeism, poor classroom performance, personality conflict, etc) at the discretion of the instructor.
4. Assignment parameters: All written assignments must be submitted by the due date. If you are absent submit your assignment by mail; post marked before class time, in faculty mailbox, or to the D2L Dropbox by class time. Late work is not accepted. Refer to the tentative timeline for due dates and assignment description for method of submission for each assignment. Each assignment placed in the dropbox must be in one Microsoft word document. Effort will be made to return graded work within two weeks of due dates.
5. Although assignments will not be artifacts in portfolios, course work is research-supported and directly related to performance as a teacher of students with disabilities. As such, every effort should be made to submit quality products/presentations.