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Graduate Course Proposal Form Submission Detail - RED6540

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Current Status: Approved by SCNS - 2016-08-02
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change title to Assessment in Developing Literacies Change description to: RED 6540 is a classroom based course in pk-6 literacy assessment. Students use reading assessments to improve reading of all pk-6 students. Students will develop their capacity for integrating literacy assessment and intervention with in STEM content areas for young readers. Add Objectives to: 1. Understand and apply measurement concepts and characteristics of reading assessments (FEAP 4a-f; CF 2, 6; ILA 3; FRC 1.G.6, 3.1, 3.4; FLCS 1, 10). 2. Develop their understanding of the strengths and limitations of a wide range of reading assessments in order to compare, contrast, interpret and make appropriate assessment recommendations (FEAP 4a-f; CF 2, 6; ILA 3; FRC 2.B.5, 3.2, 3.3, 3.5, 3.8; FLCS 1, 7, 10). 3. Demonstrate a systematic approach to instructional decision making based on assessment data and research-based knowledge about literacy (FEAP 1a-f, 3a-j; CF 2, 6; ILA 3; FRC 2.G.6, 3.6, 3.7, 4.8, 4.12, 4.13, 4.19; FLCS 1, 7, 10). 4. Develop an understanding of current models, systems and structures intended to keep literacy learning constant for students across varying reading profiles (CF 5, 6; ILA 4; FRC 3.7, 3.9, 3.10, 3.11, 4.9, 4.10, 4.11, 4.18; FLCS 1, 7, 10). 5. Engage in and reflect on scholarly research and evaluation as it relates to assessment practice (FEAP 5b; CF 4; ILA 1, 6; FRC 4.14, 4.15, 4.16, 4.17; FLCS 1, 2, 3). 6. Build an understanding of and be able to demonstrate competencies of literacy leadership and professional collaboration as it relates to reading assessment (FEAP 5e,f; CF 1; IRA 3, 6; FLCS 2, 3, 11). Add Learning Outcomes 1. Students will apply measurement concepts and characteristics of reading assessments in Authentic Tasks assignment (FEAP 4a-f; CF 2, 6; ILA 3; FRC 1.G.6, 3.1, 3.4; FLCS 1, 10). 2. Students will demonstrate their understanding of the strengths and limitations of a wide range of reading assessments in order to compare, contrast, interpret and make appropriate assessment recommendations in The Individualized Reading Plan assignment (FEAP 4a-f; CF 2, 6; ILA 3; FRC 2.B.5, 3.2, 3.3, 3.5, 3.8; FLCS 1, 7, 10). 3. Students will demonstrate a systematic approach to instructional decision making based on assessment data and research-based knowledge about literacy in The Individualized Reading Plan assignment and PLC presentations (FEAP 1a-f, 3a-j; CF 2, 6; ILA 3; FRC 2.G.6, 3.6, 3.7, 4.8, 4.12, 4.13, 4.19; FLCS 1, 7, 10). 4. Students will demonstrate their understanding of current models, systems and structures intended to keep literacy learning constant for students across varying reading profiles in Reactions to Readings and the PLC assignment (CF 5, 6; ILA 4; FRC 3.7, 3.9, 3.10, 3.11, 4.9, 4.10, 4.11, 4.18; FLCS 1, 7, 10). 5. Students will engage in and reflect on scholarly research and evaluation as it relates to assessment practice in Reactions to Readings and the PLC assignment (FEAP 5b; CF 4; ILA 1, 6; FRC 4.14, 4.15, 4.16, 4.17; FLCS 1, 2, 3). 6. Students will demonstrate their understanding of the competencies of literacy leadership and professional collaboration as it relates to reading assessment in the PLC assignment (FEAP 5e,f; CF 1; IRA 3, 6; FLCS 2, 3, 11). Add topics: Assessment of Literacy Formal and Informal Measures of Literacy Principles and Issues of Literacy Assessment Matching Reader to Text and Instruction Response to Intervention Data Analysis: Acting on Findings Literacy Leadership: The Complex Process of Change Change Textbook to: Duke, N. (2014). Informational texts and young children: When, what, why, where and how. Best practices in Science Education. Washington, DC: National Geographic.
Comments: Required for MA in Reading Ed. Form incorrect. OGS fixed. Error on Data; Emailed 5/10/16. Updated. Back to GC 5/20/16. Approved 5/23/16. To USF Sys 5/23/16. to SCNS after 5/31/16. Apprd eff 8/2/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5105 2014-10-15
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0-1714-000
     
    Contact Person Phone Email
    James R. King 8139741062 jking9@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6540 ASSESSMENT IN LITERACY

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    ASSESSMENT IN LITERACY
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    none

    Corequisites

    none

    Course Description

    RED 6540 IS A THREE CREDIT GRADUATE LEVEL COURSE WHICH FOCUSES ON METHODS OF ANALYSIS OF CHILDREN'S LITERACY AND STRATEGIES FOR PROMOTING LANGUAGE, READING AND WRITING DEVELOPMENT. AUTHENTIC LITERACY ASSESSMENT IN CLASSROOM


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to meet state requirements, licensure, etc

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    Offered at least yearly, this course is able to meet College of Education enrollment targets. STEM literacy content added to course. Changes in the course to align with Common Core

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate in Reading or equivalent


  4. Other Course Information

    A. Objectives

    B. Learning Outcomes

    C. Major Topics

    D. Textbooks

    None

    E. Course Readings, Online Resources, and Other Purchases

    Additional course readings are posted on Canvas.

    F. Student Expectations/Requirements and Grading Policy

    Reactions to Readings 10%

    Authentic Literacy Tasks 10%

    PLC Presentation 10%

    Literacy Improvement Plan 25%

    Quizzes 20%

    Final Exam 25%

    G. Assignments, Exams and Tests

    Week 1 Principles and Issues of Literacy Assessment: Determining the Quality of Formal and Informal Assessments

    Week 1 Introduction in BB

    Boudett, et al, Ch. 2

    Invernizzi, et al (2005)

    Caldwell (2008)

    AT 1: Burros Report and IRI Activity

    Week 2 Principles and Issues of Literacy Assessment: Formal Assessment Week 2 Introduction in BB

    Fisher & Frey (pp. 95-99)

    NAEP & PISA Websites

    National Research Council (2011)

    NRC/LRA Policy Brief (2004)

    Week 3 Principles and Issues of Literacy Assessment: Informal Assessments; content area assessments Week 3 Introduction in BB

    Fisher & Frey (pp. 99-102)

    Caldwell (2008)

    Marie Clay (2002)

    Alvermann (2010)

    AT 2: IRI Activity

    Week 4 Principles and Issues of Literacy Assessment: Formative Assessment; implementing assessment data in content area classrooms. Week 4 Introduction in BB

    Afflerbach podcast

    Black & William (1998)

    Torgesen & Miller (2009)

    Week 5 Principles and Issues of Literacy Assessment: Matching Reader to Text and Instruction; evaluating STEM texts Week 5 Introduction in BB

    Allington (2002)

    Buly & Valencia (2002)

    Applegate (2006)

    Caldwell & Leslie (2009)

    Corio (2012)

    AT 3: Assessment Grid and Recommendations Activity

    Week 6 Data Analysis: A Foundation Boudette, et al, Chapters 1 & 3

    Submit PLC Planning Report

    Assessment Literacy Quiz

    Week 7 Data Analysis: The Inquiry

    Boudette, et al, Chapters 4 & 5

    AT 4: Data Displays

    Week 8 Data Analysis: Acting on Findings

    Boudette, et al, Chapters 6-8

    Reading Reaction 1

    Submit Literacy Improvement Plan Draft

    Week 9 RtI: Overview Fisher & Frey, Ch. 1-3

    Week 10 Supplemental and Intensive Intervention: RtI Tiers II & III Fisher & Frey, Ch. 4 & 5

    Week 11 RtI: Feedback, Conclusions, Issues Fisher & Frey, Ch. 7, 8, & Conclusion

    Brozo (2010)

    Allington podcast

    Reading Reaction 2

    Week 12 Literacy Leadership: The Complex Process of Change Baccellieri, Ch. 1-3

    PLC Presentations

    Week 13 Literacy Leadership: Fostering Change Baccellieri, Ch. 4-5

    Week 14 Lessons Learned Baccellieri, Ch. 6-7

    Reading Reaction 3

    Submit Literacy Improvement Plan

    H. Attendance Policy

    Course Attendance at First Class Meeting Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. Its the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Students are to submit makeup work within the first week they return to class. Special circumstances may be negotiated individually.

    J. Program This Course Supports

    MA in Reading Educaiton


  5. Course Concurrence Information

    Special Education



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