www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Dissecting Reading (Literacy): Looking Past the RTI Colors
- Template 2015
- Section TMPL
- 1 Credits
- 07/22/2015 to 07/22/2115
- Modified 07/19/2020
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Focuses on the core concepts of Response to Intervention, reading assessment procedures and the process of analyzing reading data for prescriptive, kill-specific interventions. Participants will also learn how to examine progress monitoring data to determine the effectiveness of an intervention.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of the Response to Intervention framework, and how to analyze data to prescribe interventions for struggling readers. Candidates will examine how they currently use universal screeners, progress monitoring, and the problem solving process when making decisions regarding reading interventions. Candidates will also evaluate their school’s multi-tiered model of service delivery in the area of reading, and determine strengths and areas of need.
Serving the Community
Candidates will learn how to provide information to appropriate audiences in the school community regarding the Response to Intervention framework and procedures for reading, as well as the strengths and areas of need within their school’s multi-tiered model of service delivery. Additionally, candidates will have the opportunity to collaborate with colleagues about the use of reading universal screeners, progress monitoring, and analyzing data to inform instruction.
Finding Our Professional Selves
Candidates will develop an understanding that assessments for screening, diagnosis, and progress monitoring, as well as the problem-solving process, are critical in determining reading interventions for struggling readers. Candidates will also demonstrate the ability to communicate their ideas about Response to Intervention assessments, materials and processes by interacting with colleagues in a professional manner.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
1. Understand the foundations of the Response to Intervention framework (NASDSE 1,2,3,4,5,6,7; NBPTS 1,2)
2. Understand the components of reading, and how these components affect data outcomes and reading interventions. (NASDSE 4; NBPTS 2,4)
3. Evaluate the validity and fidelity of a Reading Response to Intervention framework, specifically the use of assessments, monitoring student learning, and use of data for instructional decisions (NASDSE 1,2,3,4,5,6,7; NBPTS 4,5)
4. Use assessment data to plan and evaluate instruction (NASDSE 5,6,7; NBPTS 1,2,3,4,5)
5. Communicate to an audience the Reading Response to Intervention framework as it compares to the candidate’s school’s RTI framework (NBPTS 2, 4, 5)
All required materials will be supplied within the course.
Candidates will respond to weekly discussion prompts.
- Course outcomes 1,2,3
- Standards NASDE 1,2,3,4,5,6,7; NBPTS 1,2; NASDE 4; NBTS 2,4; NASDE1,2,3,4,5,6,7; NBPTS 4,5
Analysis of the School RTI Process
Candidates will analyze the implementation of RTI within a school by synthesizing Module readings, activities, and personal reflections of pedagogical practices within the RTI framework.
- Course outcomes 1,2
Standards NASDSE 1,2,3,4,5,6; NBPTS 4,5; NASDE 5,6,7; NBPTS 1,2,3,4,5
Reading Assessment Inventory
Candidates will examine their school’s use of universal screeners, diagnostic assessments, and progress monitoring, to identify reading needs and make instructional decisions.
- Course outcomes 1,3,4
- Standards NASDSE1,2,3,4,5,6,7; NBPTS 1,2,3,4,5
Evaluate an RTI Problem Solving Action Plan
Candidates will evaluate their school’s Problem Solving Process and how the process helps to prescribe reading interventions for a student.
- Course outcomes 1, 4
- Standards NASDSE 1,2,3,4,5,6,7; NBPTS 1,2,3,4,5
Create a Reading Response to Intervention Presentation for Your School
Candidates will create a presentation for educators that synthesizes the research on an effective RTI framework, reviews the RTI framework of the Candidate’s school, discusses the strengths and needs of that school’s framework.
- Course outcome 5
- Standards NBPTS 2,4,5
Policies for the College of Education at University of St. Francis
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- Method of Instruction
- Expectations of Candidates
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- Computer and Digital Information Literacy Skills
Course Evaluations | Surveys
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A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks.
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The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
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