Describe the goals of Response to Intervention (RTI) as it pertains to literacy learning and articulate what your role(s) in this process may be, given your career interests.

Describe the goals of Response to Intervention (RTI) as it pertains to literacy learning and articulate what your role(s) in this process may be, given your career interests.

RED 621: Literacy Intervention for Special Educators, Grades K-12

Course Overview

This course addresses current research, issues, and practices in literacy for special educators in grades K-12, with a particular focus on literacy intervention. It is designed to build on prior coursework and field experiences in literacy methods and curriculum in order to help participants prepare for a range of literacy-related roles as the special educator within broader team and school contexts.

Course Objectives

Upon satisfactory completion of the course, you will be able to:

• Articulate key principles for maximizing the literacy learning potential of all students, including those identified with disabilities, in inclusive settings
• Describe the goals of Response to Intervention (RTI) as it pertains to literacy learning and articulate what your role(s) in this process may be, given your career interests.
• Develop data-driven plans to ensure that students with disabilities receive appropriate literacy-related instructional intervention when needed in addition to (not in lieu of) being included in the literate classroom community.
• Evaluate the strengths and weaknesses of commonly used commercial literacy interventions for the needs of particular students identified with disabilities, in relation to the NYS Common Core Standards (ELA/Literacy) and best practice.
• Select adaptive and assistive technologies to support literacy learning for students with a range of disabilities, including those involving communication differences.
• Plan partnerships with families that involve information sharing and coordination of instructional approaches across contexts.
• Identify the dimensions, costs, and benefits of various models for co-planning and co-teaching for literacy in inclusive classrooms.

Required Texts
Copeland, S.R. & Keefe, E.B. (2007).Effective literacy instruction for students with moderate or
severe disabilities. Baltimore, MD: Brookes.
Kluth, P., & Chandler-Olcott, K. (2009). “A land we can share”: Teaching literacy to students with autism. Baltimore, MD: Brookes.
Lipson, M., &Wixson, K. (2010).Successful approaches to RTI: Collaborative practices for improving K-12 literacy. Newark, DE: International Reading Association.

Course Components

Participants will be evaluated on the following course requirements:
1. Attendance, Preparation, and Participation (10%): Class sessions will be varied and interactive, with many opportunities for students to learn from and with each other. For these reasons you are expected to attend every class, to arrive on time, to be prepared, and to participate in the day’s activities with an open, inquisitive mind, among other dispositions for learning adopted by the School of Education (see Appendix x for more details). If you are unavoidably absent, you are responsible for obtaining information and completing assigned work. Please email/contact me ahead of time to explain absences or tardiness. Excessive absences or tardiness (more than one) will result in a grade reduction(s).

1. Literacy Intervention Brochure (20%): You will choose an established reading intervention (e.g., Road to Reading, Wilson Phonics, Reading Recovery, Read 180, Fast ForWord, etc.) to investigate. Your findings about the program will be summarized in a tri-fold brochure that you will distribute to and discuss with classmates in a small group. Each brochure will address, at minimum, the following components: name and developer of the intervention; what literacy components it focuses on; for whom the intervention would and would not be appropriate, and why; length of each intervention session, and recommended duration of the interventions; description of key intervention components and procedures; summary of the research base for the intervention; and URLs for additional information. You will distribute both hard and electronic copies of your brochures to all class members as well as have an opportunity to discuss your findings during class in small groups.

2. Inquiry Project/Presentation (35%): You will work in pairs to research and present information to the class about a specific topic related to this course. You may choose to inquire about such topics as the research base on teaching literacy to a specific population of students (e.g., those on the autism spectrum, English language learners), to investigate a particular instructional approach or model that strikes you as potentially useful (e.g., reciprocal teaching, guided reading), or to explore research around a specific component of literacy in more depth (e.g., comprehension, spelling, vocabulary). You will create a “presentation”, summarizing key ideas from your inquiry in the areas described above, as well as a two-three-page abstract, with a separate page of at least 10 references, to accompany the presentation. In addition, each student will submit a one-to-two page reflection on the project/presentation (What did you learn about literacy for students with disabilities? What do you still wonder about? How did this project advance your preparation forteaching students with disabilities?) You will present your project and submit your abstract, references, and reflection paper on the last day of class.

3. Re-visioning Case Study (35%): In order to synthesize your learning from the course with that from previous experiences, you will write a re-visioning paper that revisits all relevant materials from a previous tutoring or teaching experience with a learner identified with a disability (e.g., a tutee/student for RED 625, EED 635, etc.). Your paper will address, at minimum, the following components:
• your current thinking about your student’s strengths and needs as a literacy learner
• appropriate assessment methods with RTI, UD, and DI considerations

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