S t r a t e g i e s f o r a l l L e a r n e r s K at hl e e n Gr o s si

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1 C o ur s e Titl e: Pl e as e s u b mit t h e t y p e d ori gi n al wit h all r e q uir e d si g n at ur es t o t h e Gr a d u at e C o u n cil C o urs e s yll a b us m ust b e att a c h e d a n d c o m pl et e d a c c or di n g t o Fit c h b ur g St at e g ui d eli n es B a n n er li mit of 3 0 c h ar act ers, i ncl u di n g p u nct u ati o n, s p ac es, a n d s p eci al c h ar act ers. B a n n er A b br e vi ati o n: F a c ult y m e m b er( s) w h o ar e cr e ati n g t h e c o ur s e: Str at e gi e s f or all L e ar n er s F or m f u ncti o n alit y m ost c o m p ati bl e usi n g A d o b e Acr o b at 9 a n d n e w er. Ac a d e mic Y e ar G C E # _ S t r a t e g i e s f o r a l l L e a r n e r s K at hl e e n Gr o s si G R A D U A T E C O U N CIL N E W C O U R S E P R O P O S AL C o nt a ct P er s o n: N a n c y M urr a y Gr a d u at e Pr o gr a m Pr o p o si n g C h a n g e: M o d er at e Di s a biliti e s C o ur s e D e s cri pti o n: T hi s c o ur s e will e n a bl e e d u c at or s t o cr e at e o pti m al l e ar ni n g e n vir o n m e nt s f or di v er s e st u d e nt p o p ul ati o n s i n gr a d e s K C a n di d at e s will i n v e sti g at e a n d d e si g n eff e cti v e i n str u cti o n al str at e gi e s d e si g n e d t o m a xi mi z e st u d e nt l e ar ni n g, a c hi e v e m e nt, a n d e n g a g e m e nt. I n a d diti o n, c a n di d at e s will l e ar n h o w t o a n al y z e st u d e nt p erf or m a n c e a n d b e h a vi or al e vi d e n c e i n or d er t o d et er mi n e if str at e gi e s ar e h el pi n g l e ar n er s a c hi e v e a c a d e mi c s u c c e s s. T h e c o ur s e will al s o e x a mi n e c urr e nt K- 1 2 st a n d ar d s a n d a d dr e s s w h at i n str u cti o n al c h a n g e s m u st b e m a d e t o e n s ur e hi g h l e v el s of l e ar ni n g f or all st u d e nt s. Fi n all y, c a n di d at e s will l e ar n h o w t o f a cilit at e str o n g r el ati o n s hi p s b et w e e n s c h o ol s a n d f a mili e s t o pr o m ot e i n str u cti o n al str at e gi e s a n d s u p p ort st u d e nt s. R ati o n al e f or Off eri n g t h e C o ur s e: T h er e ar e v er y f e w el e cti v e o pti o n s f or gr a d u at e st u d e nt s t o c h o o s e fr o m, e s p e ci all y d uri n g t h e s u m m er. T hi s c o ur s e pr o vi d e s a s oli d f o u n d ati o n s f or diff er e nti ati n g i n str u cti o n s o t h at all l e ar n er s c a n s u c c e e d. It s p a n s t h e K- 1 2 gr a d e s, w hi c h pr o vi d e s a c c e s s t o s p e cifi c i n str u cti o n wit h a f o c u s o n a n al y zi n g st u d e nt p erf or m a n c e a n d b e h a vi or al e vi d e n c e t o cr e at e l e s s o n s t h at m e et t h e st u d e nt s n e e d s.

2 I s t h er e a si mil ar u n d er gr a d u at e c o ur s e? Y e s N o If s o, h o w d o e s t hi s gr a d u at e c o ur s e diff er? Ac a d e mic Y e ar G C E # _ G R A D U A T E C O U N CIL N E W C O U R S E P R O P O S AL Di s ci pli n e Pr efi x: E D U C Cr e dit s: 3 L e v el: If m or e t h a n o n e pr o vi d e r ati o n al e: Bri ef r ati o n al e f or l e v el c h oi c e: A d diti o n al R e q uir e m e nt s: L a b or at or y H o ur s: Pr e- Pr a cti c u m H o ur s: Pr a cti c u m H o ur s: Fi el d w or k H o ur s: Ot h er ( s p e cif y): Pr er e q ui sit e c o ur s e( s) if a n y: T hi s c o ur s e will b e: a R e q uir e d C o ur s e a n El e cti v e S p e ci al/ N ot e: C o ur s e i s a r e pl a c e m e nt f or ( C o ur s e N u m b er/ N a m e): H a s t h e c o ur s e b e e n off er e d pr e vi o u sl y a s a T o pi c s c o ur s e? If y e s, H o w oft e n? T hr e e ti m e s Y e s N o W h at i s t h e E x p e ct e d A v er a g e E nr oll m e nt?: 2 5 W hi c h s e m e st er will t hi s c o ur s e fir st b e off er e d?: S u m m er H o w oft e n t h er e aft er t o b e off er e d?: e v er y s u m m er D o e s t hi s c o ur s e aff e ct off eri n g s i n a n y ot h er d e p art m e nt or pr o gr a m? Y e s N o If y e s, pl e a s e e x pl ai n. I s t hi s a n E xt e n d e d C a m p u s c o ur s e? Y e s N o

3 Ac a d e mic Y e ar G C E # _ G R A D U A T E C O U N CIL N E W C O U R S E P R O P O S AL C o ur s e s yll a b u s m u st b e att a c h e d a n d c o m pl et e d a c c or di n g t o Fit c h b ur g St at e g ui d eli n e s. C o ur s e S yll a b u s i s Att a c h e d Pri nt F or m R e vi e w e d b y D e a n: R e q uir e d Si g n at ur e s Gr a d u at e a n d C o nti n ui n g E d u c ati o n N e w C o ur s e A p pr o v al C o ur s e D e v el o p er: D at e: D e p art m e nt C h air: D at e: Gr a d u at e C o u n cil C h air: D at e: (I n di c at e s Gr a d u at e C o u n cil a p pr o v al) Pr e si d e nt: D at e: Pri nt S er vi c e s n e w- c o ur s e _ d y n a mi c 9 1/ 1 8

4 Fitchburg State University Teacher Education Comprehensive Syllabus Summer II 2018 Strategies for All Learners 3 Credit Hours Instructor: Kathleen Grossi, M.Ed., Reading Specialist Telephone: (978) kgrossi@fitchburgstate.edu Office Hours: Set up appointment as needed available almost all evenings by cell phone, please call or text ( ) Important Dates: All modules run Monday Sunday. Please make note of specific due dates for Discussion Forum posts and Assignments, which are listed on the Syllabus and within the course Modules. CATALOG COURSE DESCRIPTION: This course will enable educators to create optimal learning environments for diverse student populations in grades K-12. Candidates will investigate and design effective instructional strategies designed to maximize student learning, achievement, and engagement. In addition, candidates will learn how to analyze student performance and behavioral evidence in order to determine if strategies are helping learners achieve academic success. The course will also examine current K-12 standards and address what instructional changes must be made to ensure high levels of learning for all students. Finally, candidates will learn how to facilitate strong relationships between schools and families to promote instructional strategies and support students. TAKING AN ONLINE COURSE: I would encourage everyone to familiarize yourselves with the general format of the class and its expectations. As the class is online, it is essential to be self-motivated and manage your time. I strongly recommend that you stay active in the class and participate in the discussions on a regular basis. Also, please make use of the supports available to you. All these supports are detailed in the Student Introductory Course within your Blackboard account. The class itself is a great resource. In addition, make sure to ask me any questions that you have. Communication is critical! I am readily available via and Blackboard IM (detailed later in the syllabus). Also, remember that the IT Helpdesk is available 24/7 by ing helpdesk@fitchburgstate.edu or by calling

5 REQUIRED TEXTS: Required Texts: Marzano, R.S., (2107). The new art and science of teaching. Bloomington, IN: Solution Tree Press. Tomlinson, C.A., (2017). How to differentiate instruction in academically diverse classrooms. third edition. Alexandria, VA: ASCD Fitchburg State University Teacher Preparation Programs. (2012). Conceptual framework. Fitchburg, MA: Author. [Online] Available: Massachusetts Department of Elementary and Secondary Education. ( ). Curriculum frameworks. Malden, MA: Author. [Online] Available: The IRIS Center. (2010). Differentiated instruction: Maximizing the learning of all students. Retrieved from (provided by the instructor within Module 3) Fitchburg State University Teacher Education Conceptual Framework K now ledgeable Caring E thical Skillfu l This course will address the dispositions of the Conceptual Framework in the following ways: Knowledge: As a result of the learning experiences in this course, undergraduate teacher candidates develop a knowledge base in reading research in order to select and implement instructional, assessment and intervention practices that are based on empirically tested theories of learning and cognition. 2

6 Skill: As a result of the learning experiences in this course, undergraduate teacher candidates develop the skills needed to assess students reading/language needs, plan instruction that is supported by research, and skillfully apply reading instruction to affect student learning. Caring: As a result of the learning experiences in this course, undergraduate teacher candidates strive to engage the imagination, affect and motivation of students who have specific reading needs by applying their knowledge of reading to positively affect student learning. Candidates will also learn the importance of remaining accountable for their efforts, including modification to instruction when needed Ethical: As a result of the learning experiences in this course, undergraduate teacher candidates in Special Education commit to an ethic responsibility to understand, communicate and apply the research findings about reading acquisition, the structure of the English language and assessment and instructional methods supported by research. Teacher candidates have an ethical responsibility to reflect on and evaluate their instructional practices and to draw on research, professional development opportunities, and consultation with other professionals to improve their teaching. COURSE OBJECTIVES Teacher candidates will: 1. Demonstrate an understanding of a variety of approaches to adapt curriculum and teaching for students with varied reading/learning needs. (CEC Moderate, Standard 4, IRA Standard 2, ACEI, Standard 2.1) 2. Examine current research from experts in the educational field that focuses on resources in the school to address student-learning needs. (CEC Common Core, Standard 3 Moderate, Standard 3, IRA Standard 5) 3. Examine a variety of research-based instructional strategies including technology that facilitate differentiation and personalized learning (CEC Moderate Standard 4, IRA Standard 2) 4. demonstrate a commitment to the CEC professional code of ethics (handbook) (IRA Standard 4, 5) PROFESSIONAL TEACHING STANDARDS: Standard 1- Curriculum, Planning, and Assessment (a) Curriculum and Planning indicator: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. (Introduction) 3

7 (b) Assessment indicator: Uses a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, develop differentiated and enhanced learning experiences, and improve future instruction. Standard 2-Teaching All Students: (a) Instruction indicator: Uses instructional practices that reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness (Introduction) Standard 4-Professional Culture: (a) Reflection indicator: Demonstrates the capacity to reflect on and improve the educator's own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning. (Introduction) SUBJECT MATTER KNOWLEDGE COMPETENCIES: 3. Design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. 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. Teacher candidates will utilize technology in the following ways: To complete a number of assignments students will need access to word processing as well as use of the internet to access information surrounding standards and other federal legal information. Candidates will utilize technology as a research tool. Candidates will utilize the following in order to become familiar with scientifically based reading research in assessment, programs, instruction and materials: Florida Center for Reading Research National Institute of Child Health and Human Development (NICHD) National Research Council, Committee on Research in Education The National Right to Read Foundation The Partnership for Reading 4

8 Center for Applied Linguistics The Institute for Research in English Acquisition and Development (READ) Center for Research on Education, Diversity and excellence Colorin Colorado As a means of communication primarily through the blackboard system. I will post all relevant information on blackboard and you through either blackboard or the Web4 system (as which students are suggested that they check these associated accounts approximately 2-3 times per week) Fitchburg State University Library Online Services: The Fitchburg State University Library online services may be accessed through the Fitchburg State University Homepage at Candidates may access any of several full-text online databases. Passwords are available to candidates by calling (978) Fitchburg State University candidates may use all Massachusetts State University libraries with their current Fitchburg State University ID. INSTRUCTIONAL STRATEGIES: X Lecture/Presentation X Data Collection and Analysis X Discussion/Questioning Pre-Practicum Laboratory X Role Playing/Simulation Problem Finding/Solving Independent Learning Discovery _ Field Trip Interviewing Computer Application Collaborative Learning Groups X Viewing and/or Listening X Reflective Response Followed by Discussion X Creating Visual Illustrations of Concepts Modeling Strategies A balance of online lecture, discussion, and hands-on activities will be utilized throughout the semester. An online lecture format will be used to present current research, to review topics related to instruction, and to demonstrate instructional and assessment techniques. Hands-on projects and learning simulations will be utilized to support candidate development. COMMUNICATING WITH THE PROFESSOR You may contact me via or by cell phone when necessary. I will return all s or phone calls within a 48-hour period. All electronic communication will be made through either the Blackboard system, so please check in frequently (suggested at least twice per week). 5

9 COURSE REQUIREMENTS: 1. Forum/Discussion Board Each week there will be at least one discussion board forum posted throughout the course. Candidates are expected to respond once to the original prompt by Thursday at midnight and respond to at least one classmate s post by Sunday at midnight. Please refer to the rubric on discussion forum grading. 2. Assigned Readings and Review Questions Candidates will complete all required readings and materials then answer questions, (if stated) at the end of each module. 4. Assignments: Candidates will complete an ongoing, hands-on project which integrates the concepts of the course. A detailed explanation of each component of the assignment is provided within each module. A rubric with the expectations of the assignment will be provided on Blackboard as well. ASSISTANCE AND SUPPORT: If you have questions or concerns about what is being addressed in class or about some aspect of an assignment, do not hesitate to ask the instructor. In addition to the instructor, there are other sources of support (writing skills, math skills, counseling, etc.) on campus in the Academic Success Center. 6

10 COURSE EVALUATION POLICIES AND PROCEDURES: Your course grade will be based on the following percentages: Forum/Discussion Board 10% Assignment 1 20% Assignment 2 20% IRIS Module Assessment 20% Final Assignment 30% Grading Policy (approved July 2007) Letter Grade Equivalency 4.0 A A A-/B B B B B-/C C C F 0-70 FSC Grade* W IN 100% Equivalency Withdrawn Incomplete (80% of course requirements must be completed before a student can request a grade of IN) *Grades that fall between intervals will be rounded to the higher number. 7

11 TOPICAL OUTLINE The following outline is approximate and is subject to change with appropriate notice Date Topics Covered Required Readings Module 1 Week of 7/9/18 Learning Goals Unpacking the Standards Scales vs. Rubrics Designing Scales Planning Instruction Assessment Designing effective, differentiated assessments Examples of Differentiation Scenarios from different classrooms and grades The Tenets of Differentiation 3 Pillars Philosophy CHAPTERS Marzano: 1 & 2 Tomlinson: 1 & 2 Tasks Discussion Forum Posts Introductions Assignment 1 Feedback Assignments Due Assignment 1 Module 2 Week of 7/16/18 Direct Instruction Determining what to teach Making sure students learn through processing and recording Practice and Extension Strategies to ensure students internalize the content Differentiation What it is now and what it should be Classroom Environment Triangle Model Marzano: 3 & 4 Tomlinson 3 & 4 Discussion Forum Post Assignment 2 Feedback Assignments Due Assignment 2 Module 3 Week of 7/23/18 IRIS Center Module Differentiating Instruction: Maximizing Learning for All Students Marzano: 5 & 6 Tomlinson: 5 & 6 Assignment Due IRIS Center Module Assessment 8

12 Module 4 Week of 7/30/18 Module 5 Week of 8/6/18 Student Engagement Marzano: 7 & 8 Tomlinson: 7 & 8 Marzano: 9 & 10 Tomlinson: 9 & 11 Discussion Forum Post Student Engagement: YOUR Definition Student Engagement: Revised Definition Discussion Forum Post Course take-aways Assignments Due Final Assignment COURSE POLICIES Policy on Academic Integrity Academic integrity is an essential component of the educational experience. Individual or group work submitted to fulfill course requirements should be solely that of the individual student or collaborative group seeking credit for that work. The University Academic Integrity Policy outlined in the University Catalogue will be followed in cases where students do not conform to this expectation. 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 Grade Appeal Policy in your Student Handbook. 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 or TTY. 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 with the instructor at the beginning of the course. It is important that the issues relating to disabilities be discussed with the instructor as soon as possible. Policy on Honesty The faculty in the Education Unit at Fitchburg State University expects that work submitted in fulfillment of course requirements will be solely that of the individual candidate (unless otherwise instructed) and all other sources will be cited appropriately. The University Academic Dishonesty Policy, as outlined in the University Catalogue, will be strictly enforced. Policy on Writing Students preparing to be teachers must serve as role models of good oral and written communication. The grade will reflect the quality of the written material. 9

13 Computer Literacy Requirement All assignments must be typed, doubled-spaced and formatted in APA style when appropriate, using computer word processing for all assignments (unless otherwise instructed). Candidates are encouraged to use as a method of communication. Use of the Internet to obtain information, ideas, and resources is also encouraged. Candidates are also strongly encouraged to access the Blackboard system, as course documents will be posted on the site for your convenience. Copyright Policy You are reminded that, in preparing materials 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 Student Handbook for more details. Contacting the Professor or text is the preferred method of communication. Contacting the professor via allows you to maintain a written record of correspondence. Please allow 24 hours for the professor to respond to your . If you do not receive a response within 24 hours, please resend your original . As this is an online course, the instructor will be checking the course and on a regular basis. Office Hours Once again as this is an online class, the easiest solution is to to contact the professor and set up time to connect as needed. ` 10