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Develop students’ skills in the following:
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Introduce and Primary Coverage of Concepts
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Opportunities to Practice
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How Assessed
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TPE 7.2
Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning;
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EDUC 546: Reading and LA Instruction in SPED
1. WK 5: Before class, teacher candidates view a video lecture about UDL and technological supports in reading instruction (including AI). The video includes a deeper dive into CAST resources (including Book Builder), an introduction to reading and AI, and introduction to the TPACK framework, and specific information about educational and assistive technology, including AAC.
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EDUC 546: Reading and LA Instruction in SPED
1. WK 5: During class, teacher candidates explore Magic School AI tools related to UDL and technology. They complete an in-class activity creating a decodable text. See slides 5-6.
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EDUC 546: Reading and LA Instruction in SPED
1. Reading Portfolio Lessons 1, 2, and 3
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Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of an understanding of California’s Multi-Tiered System of Support (Tier 1–Best first instruction, Tier 2–Targeted, supplemental instruction, and Tier 3–Referrals for intensive intervention);
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EDUC 546: Reading and LA Instruction in SPED
1. WK 1: reading Ch. 17 – Harn et al., 2014: Effective Literacy Instruction in Inclusive Schools is a comprehensive chapter on the evidence-based multi-tiered practices for designing and teaching literacy instruction for students with disabilities across elementary grade levels.
2. WK 9: Before class, teacher candidates listen to an audio recording and resources from Doing What Works website on school-wide, data driven processes for identifying and planning tiered classroom and supplemental support for students with disabilities in secondary grades.
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EDUC 546: Reading and LA Instruction in SPED
1. WK 7: As a warm-up activity for class, candidates work in small groups. They review the IRIS Center packet on MTSS with their team and work on the case study materials assigned to their group (LA 1 or 2). See slide 4 of the in-class lecture materials.
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EDUC 546: Reading and LA Instruction in SPED
1. Reading Portfolio Lessons 1, 2, and 3 (students analyze data across multiple sources and design TIER 2 or TIER 3 interventions)
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Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of the California Dyslexia Guidelines, including the definition and characteristics of dyslexia and structured literacy (i.e., instruction for students at risk for and with dyslexia that is comprehensive, systematic, explicit, cumulative, and multimodal and that includes phonology, orthography, phonics, morphology, syntax, and semantics).
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EDUC 546: Reading and LA Instruction in SPED
1. WK 1: reading Ch. 17 – Harn et al., 2014: Effective Literacy Instruction in Inclusive Schools is a comprehensive chapter on the evidence-based multi-tiered practices for designing and teaching literacy instruction for students with disabilities, including dyslexia.
EDUC 550: Assessment in SPED
2. WK 5: In-class lecture topic includes “Screening for Characteristics of Dyslexia”
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EDUC 546: Reading and LA Instruction in SPED
1. WK 3: End-of-class small group workshop activity on designing instruction in foundational reading for a student with dyslexia. Given a case study with a present level of performance, students identify instructional targets, write goals, identify evidence-based strategies, and design instruction. Each group receives feedback from the instructor.
2. WK 7: Curriculum Review Practice – Students work with the instructor to evaluate a commercial curriculum (Benchmark Intensive Phonics) to determine the extent to which the curriculum uses evidence-based practices to support the needs of students with specific learning disabilities in reading.
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EDUC 546: Reading and LA Instruction in SPED
1. Reading Portfolio Lessons 1, 2, and 3
2. Curriculum Review Assignment: Students review a Tier 1 or Tier 2 commercial reading curriculum and evaluate it based on best practices and the science of reading. Students critique the extent to which the curriculum uses evidence-based practices for students with reading disabilities, including dyslexia.
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TPE 7.10
Monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision making.
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EDUC 546: Reading and LA Instruction in SPED
1. WK 1: readings: (1) Hosp et al. (2016) Ch. 1: What is CBM and Why Should I do it?; Ch 2: CBM for Assessment and Problem Solving) introduce curriculum based-measurement
2. WK 2: readings: (1) Hosp et al. Ch. 3 & 4 provides specific information on assessments for early reading and decoding; (2) students skim the CORE Assessment book to review the assessment materials that are used frequently in CA schools; and read Carnine et al. Ch. 3 pp. 20-23, which provides more information about the four types of assessments for reading: screening, diagnostic, progress-monitoring, and outcome assessments.
3. WK 4: In-class lecture slide on assessing for decoding (see slide 47)
4. WK 5: In-class lecture on assessments in reading (see slides 10-37); review of various assessments for progress monitoring (DIBELs, San Diego Quick, Decoding Inventory)
EDUC 550: Assessment in SPED
5. WK 3: Readings - Ch. 7 of Salvia et al. (2017): Monitoring Student Progress towards Instructional Goals and Ch. 15: Using Diagnostic Reading Measures; CBM: A Manual for Teachers by Jim Wright; and DIBELS Administration Instruction and watch DIBELS videos
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EDUC 546: Reading and LA Instruction in SPED
1. WK 2: CBM activity (worksheet, slide 2 and 45). In these activities students first complete a worksheet to demonstrate an understanding of the intricate administration procedures of early reading CBMs. Next, during the workshop time following the lecture, students practice administering, scoring, and interpreting the ORF, MAZE, LSF, and WIF; additionally, the dyslexia warm-up activity completed at the beginning of class (syllabus, slide 3) provides students with a chance to practice identifying which screening tools and CBMs to use to support students with dyslexia.
2. WK 5: In-class activities embedded in lecture on assessment (see slides 22 for practicing administration procedures, see slide 35 for in-depth practice of administering a DIBELS CBM in groups of 3s using this handout for administration and this handout for student materials).
EDUC 550: Assessment in SPED
3. WK 3: DIBELS administration practice; Basic Phonics Skills Test (BPST) practice
From course Padlet:
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EDUC 546: Reading and LA Instruction in SPED
1. Reading Portfolio Lessons 1, 2, and 3
EDUC 550: Assessment in SPED
2. CBM Assignment assesses students in conducting a CBM on 4-6 students to determine a homogenous group for intensive intervention
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Understand how to use screening to determine students’ literacy profiles and identify potential reading and writing difficulties, including students’ risk for dyslexia and other literacy-related disabilities.
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EDUC 546: Reading and LA Instruction in SPED
1. WK 2: webinar Dyslexia 101
EDUC 550: Assessment in SPED
2. WK 5: In-class lecture topic includes “Screening for Characteristics of Dyslexia”
3. WK 6: Assessment of the Week is a video deep-dive of the FAR
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EDUC 546: Reading and LA Instruction in SPED
1. WK 2: CBM activity (worksheet, slide 2 and 45). In these activities students first complete a worksheet to demonstrate an understanding of the intricate administration procedures of early reading CBMs. Next, during the workshop time following the lecture, students practice administering, scoring, and interpreting the ORF, MAZE, LSF, and WIF; additionally, the dyslexia warm-up activity completed at the beginning of class (syllabus, slide 3) provides students with a chance to practice reviewing assessment data to analyze errors and identify appropriate targets and strategies for students with dyslexia.
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EDUC 546: Reading and LA Instruction in SPED
1. WK 2: CBM Scoring Assessment Exit Ticket
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Understand how to appropriately assess and interpret results for English learner students.
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EDUC 470-02: Barriers and Accessibility in SPED
1. WK 1: Reading on Language Assessment of Latino English Learning Children: A Records Abstraction Study (Kraemer & Fabiano-Smith, 2018). This article is specific to the overrepresentation of EBs with language disorders.
EDUC 550: Assessment in Special Education
2. WK 3: Reading - Ch. 6 in Salvia et al (2017): Cultural and Linguistic Considerations; in-class lecture includes these slides on supporting students who are emergent bilingual
3. WK 7: Weekly topic includes “Considerations of English Learners during the Pre-referral Process for Special Education.” Students review this website and the flowchart that is included.
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EDUC 470-02: Barriers and Accessibility in SPED
WK 1: In class students have small group discussions about the weekly discussion questions. This week’s questions include:
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Should all children in the United States be expected to speak Standard American English regardless of their cultural, social, or geographic background? Explain your answer.
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What are the advantages of obtaining language samples from a child in a conversational rather than a structured or directed context? Why should children’s language be assessed during their interactions with parents, other adults, and peers?
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What is the best way for a teacher to teach language skills? What problem does practice present for classroom teachers? What challenges do speech-language pathologists have in meeting the needs of their students?
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EDUC 550: Assessment in Special Education
WK 3: Out-of-class Quiz question: Explain the legal protections and requirements for students who are ELLs included in IDEA. What are two questions that should be used to guide the assessment process for students from culturally and linguistically diverse backgrounds?
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If indicated, collaborate with families and guardians as well as with teachers, specialists, other professionals, and administrators from the school or district to facilitate comprehensive assessment for disabilities in English and as appropriate in the home language; plan and provide supplemental instruction in inclusive settings; and initiate referrals for students who need more intensive support.
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EDUC 550: Assessment in Special Education
1. WK 9: Class topic includes family engagement and collaboration, and students read Ch. 29 of Salvia et al. (2017) Collaborative Team Decision Making.
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EDUC 550: Assessment in Special Education
1. WK 9: Students complete this Iris Module on Family Engagement and the case study activity on Page 4.
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EDUC 550: Assessment in Special Education
1. WK 9: Students respond to these quiz questions
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