3 Credit Courses; 36 Hours; 2 Credit Courses = 24 Hours; 1 Credit Courses = 12 Hours s1

After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Course Syllabus Template 3 Credit Courses; 36 Hours; 2 Credit Courses = 24 hours; 1 Credit Courses = 12 hours Summer 2015: July 6, 2015 – August 17, 2015

Please complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website.

Title of Course: Elementary Reading Intervention Strategies Course Code: Registration Close Date: ______Course Location: Online course, accessible at www.kdsi.org/NYC Instructor’s Name: Sophia Thwaites Instructor’s Telephone #: 1800 E-mail: [email protected] 728 0032 Course Begins: July 6, 2015 Course Ends: August 17, 2015 Total Hours: 36 Educational Partner Fee: Materials Fee (if applicable): $174.00 N/A

In one sentence, what is the focus of this course? This course teaches educators proactive and intervention strategies to prevent literacy problems and promote all students’ reading skills.

What will teachers know and be able to do as a result of taking this course? (50 words or fewer) Educators will learn proactive strategies to prevent literacy problems and reading interventions that address existing literacy problems. They will facilitate all elementary school students’ literacy through research-based strategies and provide differentiated, systematic, direction instruction in reading skills.

This course will meet on the following dates: (Please list day of the week and all dates this course will be offered in mm/dd/yyyy format; do not provide a range): 7 days a week; 24/7

This course will meet at the following times: Start time: 24/7______End time: 24/7______

The maximum number of students this class can permit: 999______

Target Grade Level(s): K-5 ______Content Area(s): ELA, Intervention

Specific Content Area(s): (Identify one to two specific content areas) □ Arts □Academic Intervention □Accountability □ ELL X English Language Arts □Guidance □Health/Physical Ed. □Intervention □Mathematics □Mentoring □Methodology □Multicultural Ed. □Science □Secretaries □Social Studies □Special Education □Technology in the Content Area After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Course Information

Course Description 1. In two paragraphs describe your course including the course objectives, key activities or texts, assessment plan, Common Core Standards (where relevant) and key Danielson Components addressed. The description should indicate the research base and/or best pedagogical practices addressed.

Proactive reading instruction—in everything from phonics to comprehension—is required both to prevent problems with and to promote authentic literacy. This course offers elementary educators a research- based menu of reading intervention strategies that prepare educators to intervene immediately and effectively at the first signs of students’ struggles. The course equips educators with routines and activities that will make confident, able readers of all their students. This course includes multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.

The Danielson components that apply to this course are Domain 1: Planning and Preparation; Competency e: Designing Coherent Instruction. Participants learn to pre-assess their students’ reading skills in order to design coherent reading instruction to teach essential reading skills from phonics through comprehension. They will design instruction that reduces students’ cognitive load while increasing their cognitive processing, that extends students’ vocabulary, that builds students’ fluency, and that engages students in such comprehension strategies as activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing. This course incorporates key aspects of the Common Core State Standards for ELA. Educators will learn how to teach students literacy, and will use research-based instruction to address crucial aspects of literacy such as building vocabulary and using inference. This course will help students learn to read, write, speak, listen, and use language effectively in a variety of content areas, in order to become college and career ready. The KDS Theory of Action is the belief that through the combination of 50 hours of learning through Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. There are three principles that we believe support our course design: Research Based Principle 1: Professional development should be intensive, ongoing, and connected to practice: one study suggests 50 hours of instruction to make any kind of impact, so we design our courses to be approximately 50 hours, Research Based Principle 2:Modeling has been found to be highly effective in helping teachers understand a new practice, so we use authentic clips and classroom video footage of model lessons to demonstrate effective classroom practice, Research Based Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice, so we use interactive activities, graphics, readings, discussions, and scenario-based activities to support the educator as active learner.

Integration of Danielson Framework 2. Identify and explain how your course will deepen participant understanding of one to two components in Danielson’s Framework for Teaching. (Include Domain # and Component letter e.g. 1E).

Domain 1: Planning and Preparation Competency e: Designing Coherent Instruction After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Participants learn to pre-assess their students’ reading skills in order to design coherent reading instruction to teach essential reading skills from phonics through comprehension. They will design instruction that reduces students’ cognitive load while increasing their cognitive processing, that extends students’ vocabulary, that builds students’ fluency, and that engages students in such comprehension strategies as activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing.

Integration of Standards 3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area (Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in the Arts, National Educational Technology Standards)

 The Danielson components that apply to this course are: o Domain 1: Planning and Preparation o Competency e: Designing Coherent Instruction  Common Core State Standards: o This course incorporates key aspects of the Common Core State Standards for ELA. Educators will learn how to teach students literacy, and will use research-based instruction to address crucial aspects of literacy such as building vocabulary and using inference. This course will help students learn to read, write, speak, listen, and use language effectively in a variety of content areas, in order to become college and career ready.

Pedagogical Approach 4. Describe the pedagogical approach that will be used in the course and how you will address the needs of diverse adult learners. What specific method(s) of instruction will you use?

The learning experience we offer to adult learners includes:

Instruction (40%) Coaching (20%) Practice (40%) - 20 hours - 10 hours - 20 hours

. Video Instruction . Video Coaching . Interactive activities . Video modeling and . Expert feedback on Learner . Application scenarios (checks classroom Reflections for understanding) demonstrations . Discussion and collaboration . Mid-course project (3 grad) . Professional Readings with peers . Final capstone project (3 grad) . Feedback on application . Application Toolkit (resources projects facilitated by online for classroom use) coaches . Resources for Facilitation

KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

interactive activities, downloadable resources, and assessments that meet accreditation standards for 3- graduate credit. Course components are varied and meet the needs of diverse adult learners. KDS differentiates instruction for learners in multiple ways, including learning design and supports, KDS coaching services and the KDS Professional Learning Platform (PLP).

At KDS, we design courses of study based on the systemic needs identified within a system of schools to meet teachers where they are and move them through strategic learning progression over time. We design our courses under five core domains, including the Common Core, Diverse Learners, Teacher and Leadership Induction, Using Data and Personalized Learning. For each core domain, we provide courses that range from building foundational knowledge to enriching content expertise and practice. Within each domain course offerings include a range of theoretical approaches led by educational authors and experts in the field. Another way KDS differentiates learning is in how we address learning styles by providing multi-modal learning experiences. To support course engagement, courses are taken asynchronously, therefore allowing educators to learn during a time that is conducive with their teaching schedule and within an optimal learning time for the individual. KDS courses also provide a collection of activities and materials to support different learning styles. In each course, there are units of study that each contain learning through video, readings, interactive activities, checks for understanding, reflection prompts, discussion forums, application materials and resources for bridging learning to practice. In addition, searchable transcripts of the videos are provided for the learner to review and annotate to support their learning of the content. To further differentiate learning, KDS courses are configured and accredited in a way that speaks to differentiated professional pursuits including courses that can be completed for state certification, master's degree programs and career advancement for teachers and administrators at every stage of their career. KDS Online Coaches also support learners to meet differentiated needs. Throughout each KDS course, participants are engaged with an online coach who provides individualized feedback to every learner throughout the course. The coach will respond to key reflections in each unit, prompt and respond to discussion postings, evaluate mid-course and final capstone projects and provide qualitative feedback to the learner to support extension of their learning. In addition, KDS works with systems of schools to design resources for facilitation that can be used for the in-person component of the blended learning professional development. All materials are customized to take into account the identified needs and goals. The KDS Professional Learning Platform (PLP) provides participants with the opportunity to extend their learning during the course and continue their learning after a course has ended. The PLP allows educators to connect, collaborate, converse and share instructional strategies across districts and states. Facilitated discussion forums provide learners with an additional opportunity to share their reaction to new learning, identify new strategies, share struggles and address challenges, and exchange ideas and resources. PLP allows learners to identify and connect with recognized experts within your system of schools on an ongoing basis. Structural components of Courses

Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding.

Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment.

Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.

Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work.

Application Toolkit: The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom.

Video Components

Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below.

Interviews: Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country.

Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:

 Classroom Instruction: Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements. After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Leadership Practice: Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.  Model Lessons: Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.  Observation Cycles: Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.  Mini-workshops: More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.  Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.

Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action.

Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction.

Participant Application 5. All courses must show how participants will link their learning to their own classrooms. Describe how your course will do this.

Participants who complete this course will link learning to their classrooms, and will bring the following back to their classrooms and/ or teaching practice:

 Participants bring their learning goals to their students  Provide explicit, systematic, and supportive instruction with accessible texts  Facilitate students’ daily reading activities  Engage students in “real reading”  Engage their students in the 7 strategies of highly effective readers: o Activating o Inferring o Monitoring-clarifying o Questioning o Searching-selecting o Summarizing o Visualizing-organizing  Model and engage their students in think-alouds After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Employ a range of questioning techniques  Teach their students to infer  Teach their students to summarize

Assessment and Feedback 6. Explain what assignments and assessments participants will be responsible for, and how their work will be evaluated throughout the course. How will formative and summative feedback be provided? Include examples of evidence you will collect that demonstrate how participant learnings will directly impact their students’ learning (e.g., projects, collections of student work, presentations, etc.). Please note: A midterm and a final (projects, journals, papers) must be administered as per the “P” In-Service Course Guidelines.

Participants’ work will be evaluated through a variety of assignments and assessments. Participants will respond in writing to reflection prompts based on the video content and/ or selected readings in each unit of the course. Online coaches will provide feedback on responses to reflection prompts, based on the rubric below. Participants also engage in a discussion forum with their peers throughout each unit, and continuously provide and receive peer feedback. At the end of each unit in the course, there will also be a Check for Understanding, to determine whether participants understand and can apply the key concepts within that unit to their classrooms, in order to impact student achievement. Checks for Understanding will be computer evaluated for instant feedback.

Checks for Understanding and Reflection Rubric:

Assessment Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4)

Checks for 65% or below 66-79% 80-89% 90-100% understanding

Reflection Participant has Participant has Participant has Participant has Question included little to no included little that included provided rich detail content indicating indicates appropriate content and supporting consideration and consideration and from the course examples from the comprehension of comprehension of content. course content. course content. course content. Participant has Participant has made Participant has not Participant has made thoughtful responses to prompts addressed the answered most comments in direct personally questions posed. questions directly response to the meaningful and Participant has but some too prompts. relevant to his or her copied from the briefly. teaching practice. course transcript without synthesis or analysis. After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Participants will also be evaluated based on the work they produce for the Mid-course Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Mid- course Project (See Session #7 for a complete description of the Mid-course Project), participants will improve instructional outcomes for students as they will be able to create reading intervention strategies for both building vocabulary and for building fluency. Participants will also learn how a range of reading interventions enable differentiation, support instruction, and increase cognitive processing.

Mid-course Project Evaluation Rubric:

Project Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score component Quality of Develops a standards- Develops a Develops a Develops a standards- lesson plan based lesson plan that standards-based standards-based based lesson plan that (25%) lacks several critical lesson plan that lesson plan that includes clear and components. lacks one critical includes all critical concise components component. components. and demonstrates planning mastery. Text selection Selects a text for the Selects a text for Selects a text for Selects a text for the (25%) lesson, but is not the lesson but the lesson and lesson and includes a clear about how it loosely aligns it includes a rationale rationale and clear relates to building to demands of the and clear connection to the standards mastery. standards. connection to the standards. Includes standards. additional texts that can scaffold the learning for all students. Assessment Identifies a less Identifies a broad Identifies a Identifies a rigorous (25%) rigorous assessment assessment for rigorous assessment that clearly for the lesson and is the lesson that is assessment that measures student not clear about how it too narrow to clearly measures learning and collects measures mastery. inform next steps. student learning relevant data points and informs next for instruction. steps. Reflection on Provides a narrow Provides a brief Provides a Provides a practice reflection on reflection on thorough reflection comprehensive (25%) strengths and changes strengths and on strengths and reflection on strengths from lesson changes from changes lesson and changes from implementation. lesson implementation. lesson implementation implementation. and provides action steps.

Mid-course Project Performance Summary

Total Score ______/100% After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Qualitative feedback:

Finally, the culmination of participants’ work will be evaluated based on the Final Capstone Project, which will be assessed according to the rubric below by an online coach. As a result of completing the Final Capstone Project (See Session #12 for a complete description of the Final Capstone Project), course participants will be able to improve student outcomes as they will be able to create reading intervention strategies for both building vocabulary and for building fluency. Participants will also learn how a range of reading interventions enable differentiation, support instruction, and increase cognitive processing.

Final Capstone Project Evaluation Rubric:

Project Underdeveloped (1) Basic (2) Proficient (3) Distinguished (4) Score component Quality of Develops anchor Develops anchor Develops anchor Develops anchor anchor papers papers that lack papers that lack papers that include all papers that include (25%) several critical one critical critical components. clear and concise components. component. components and demonstrates planning mastery and could be an exemplar. Learning Provides a short and Provides a broad Provides specific skills Provides specific skills tracker broad list of skills list of skills and and list of content and list of content (25%) and steps needed to steps needed to knowledge needed to knowledge needed to complete assignment. complete complete assignment. complete assignment. assignment. Provides process steps that could translate into a lesson plan. Reflection on Provides a narrow Provides a brief Provides a thorough Provides a practice reflection on reflection on reflection on strengths comprehensive (25%) knowledge demands strengths and and changes made reflection on strengths from designing changes from from designing anchor and changes from anchor papers. designing anchor papers. lesson implementation papers. and provides action steps. Quality of Demonstrates little Demonstrates some Demonstrates Demonstrates capstone understanding of understanding of understanding of understanding of application standards-based standards-based standards-based standards-based (25%) writing assignment. writing writing assignment. writing assignment assignment. and show clear steps for translating the CCSS writing expectations. After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Grades 7. Explain how the final grade will be calculated, including how much each graded assignment will be weighted (e.g., Midterm=20%, Final=30%, Weekly responses=30%, Participation=20%). Attach rubrics for any assignments as an appendix to this syllabus.

Grading Policy (using rubric 1-4 scale Percentage of Course Credit system) Total grade for the course is a culmination of Course grade is determined by the following: performance grades. A: 3.4 – 4.0 Reflections 15% B: 2.7 – 3.3 Checks for Understanding 25% C: 2.0 – 2.6 Mid-course Project 25% F: <2.0 Final Capstone project 35%

Calendar Session # 1 Date: self-paced Time: self-paced Number of hours for this session: 1 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Setting Learning Goals

KDS has implemented a topic at the beginning of the course, Setting Learning Goals, that instructs participants to read the syllabus that contains a course and unit descriptions and then to develop student learning goals related to the domains and components from Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm). They may also consult the NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm), and the NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and assessments or know anecdotally.)

Assignments due:

A Reflection Question, which occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.

A Discussion Prompt, which involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

around the course.

Check for Understanding, which assess a participant’s learning at the end of each unit.

Readings (See resources section)

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching. Goal:  To set student learning goals Methods of Instruction: Explain the method of presenting, e.g. classroom video or interactive hands-on activity. Include strategies to meet diverse learning needs (differentiated instruction). Be specific about session activities and what formative assessment and feedback will take place, so it is clear how they will lead participants to meet objectives.  Participants consult standards  Participants create learning goals

Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?  Participants bring their learning goals to their students

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.  Charlotte Danielson’s Framework for Teaching (at http://charlottedanielson.com/theframeteach.htm).  NYC Teacher Effectiveness site (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/TeacherEffectiveness/default.htm),  NYC CCSS (at http://schools.nyc.gov/Academics/CommonCoreLibrary/Why/NYSStandards/default.htm). (Participants may also draw from existing classroom data they have collected from pretests and After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Calendar Session # 2 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Interventions for Improving Instruction

This unit introduces the focus of this course: how to prevent and intervene when students are struggling with reading. Presenter and author McEwan-Adkins describes literacy instruction as a balancing act that requires early assessment and proactive interventions. She notes that educators need to lay a solid foundation for students by using research-based instruction, reducing the cognitive load while increasing cognitive processing, facilitating opportunities for students to practice beyond perfection, and aggressively teaching task engagement.

Assignments due:

A Discussion Prompt, which involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching. Goals: After completing this unit, educators will know:  A framework for prevention and intervention with struggling readers

Standards:

The Framework for Teaching: 2b: The Classroom Environment: Establishing a Culture for Learning

Common Core State Standards: College and Career Readiness Anchor Standards for Reading Key Ideas and Details: After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurate meanings, and analyze how specific word choices shape meaning or tone. New York State Learning Standards English Language Arts: 1. Standard 1: Language for Information and Understanding 2. Standard 3: Language for Critical Analysis and Evaluation

Methods of Instruction: Explain the method of presenting, e.g. classroom video or interactive hands-on activity. Include strategies to meet diverse learning needs (differentiated instruction). Be specific about session activities and what formative assessment and feedback will take place, so it is clear how they will lead participants to meet objectives.  Video presentation  Reflection questions  Discussion forum  Quiz

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)? After completing this unit, educators will apply the following skills:

 Offer differentiated, explicit, and supportive instruction for struggling readers  Develop and employ research-based instruction for teaching reading  Reduce students’ cognitive load while increasing cognitive processing  Provide opportunities for students to practice beyond perfection  Teach task engagement

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

course strategies.

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation.

Calendar Session # 3 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. eBook: Improving Instruction

Participants read Part 1 of their eBook, pp. 11-39, and reflect on its content in response to specific prompts.

Assignments due:

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching. Goals:

After completing this unit, educators will know:  A framework for prevention and intervention with struggling readers

Standards:

The Framework for Teaching: 2b: The Classroom Environment: Establishing a Culture for Learning After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Common Core State Standards: College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 4. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 5. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 6. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 2. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurate meanings, and analyze how specific word choices shape meaning or tone. New York State Learning Standards English Language Arts: 3. Standard 1: Language for Information and Understanding 4. Standard 3: Language for Critical Analysis and Evaluation

Methods of Instruction: Explain the method of presenting, e.g. classroom video or interactive hands-on activity. Include strategies to meet diverse learning needs (differentiated instruction). Be specific about session activities and what formative assessment and feedback will take place, so it is clear how they will lead participants to meet objectives.

 eBook  reflection prompts

 Offer differentiated, explicit, and supportive instruction for struggling readers  Develop and employ research-based instruction for teaching reading  Reduce students’ cognitive load while increasing cognitive processing  Provide opportunities for students to practice beyond perfection  Teach task engagement Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

use of templates and protocols support applying course concepts to classroom practice and implementing course strategies.

Available in the eClassroom: McEwan-Adkins, 40 Reading Intervention Strategies for K-6 Students: Research-Based Support for RTI. Solution Tree Press. 2010.

Calendar Session # 4 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Building a Word-Conscious School and Classroom

In this unit, presenter McEwan-Adkins argues that all elementary school teachers are English language teachers whose responsibilities include building word-conscious classrooms and schools. She explores research-based methods for teaching vocabulary that help students exercise control over their learning.

Assignments due:

After completing this unit, educators will know:

 The critical role of vocabulary in effective reading instruction After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Effective strategies for teaching vocabulary

Standards:

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)? After completing this unit, educators will apply the following skills: After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Integrate a number of vocabulary strategies into their repertoire

Calendar Session # 5 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. eBook: Interventions for Building Vocabulary

Assignments due:

After completing this unit, educators will know: After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 The critical role of vocabulary in effective reading instruction  Effective strategies for teaching vocabulary

Standards:

 eBook  reflection questions

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)? After completing this unit, educators will apply the following skills: After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Integrate a number of vocabulary strategies into their repertoire

Calendar Session # 6 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Building Fluency

This unit focuses on the need to help each and every student achieve fluency. McEwan-Adkins provides specific strategies to do so, including incorporating “real reading” into the classroom. She challenges participants to distinguish between reading that requires genuine comprehension and reading based on rote memorization that leads to ominous gaps.

Assignments due:

Readings (See resources section) After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 The importance of fluency for all students  Strategies for promoting fluency

Standards:

Formative assessments include reflection questions and discussion prompts. Reflection responses provide an opportunity for the learner to connect what they have just learned to their own practice, and will be reviewed and responded to by an online coach, for courses that include them. There is a key reflection in each unit, and an online coach will engage in a discourse with a participant around their response, to provide feedback and coaching. Discussion prompts allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

community around the course.

 Provide explicit, systematic, and supportive instruction with accessible texts  Facilitate students’ daily reading activities  Engage students in “real reading”

Calendar Session # 7 Date: NOTE: Midterms may be submitted anytime but are due no later than 2 weeks after the final registration date. Time: self-paced Number of hours for this session: 6.25 Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Midterm

The midterm requires you to compare one of your reading intervention strategies (either for building vocabulary or for building fluency) with one of McEwan-Adkins’. How does each enable or not enable differentiation, explicit instruction, systematic instruction, and supportive (or scaffolded) instruction? How does each reduce students’ cognitive load and increase students’ cognitive processing? How does each allow for practice beyond perfection?

Please do the following: 1. Choose one of your own reading interventions and one of McEwan-Adkins’ to compare.

2. Present each one succinctly.

3. Analyze each intervention for its capacity to be differentiated and to be presented by explicit, After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

systematic, and supportive instruction.

4. Analyze each to explore how it reduces students’ cognitive load and increases students’ cognitive processing.

5. Analyze each to explore how it allows for practice beyond perfection.

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?

Calendar Session # 8 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. eBook: Interventions for Building Fluency

Assignments due: After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 The importance of fluency for all students  Strategies for promoting fluency

Standards:

Common Core State Standards: College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 16. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 17. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 18. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 6. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurate meanings, and analyze how specific word choices shape meaning or tone. New York State Learning Standards English Language Arts: 11. Standard 1: Language for Information and Understanding 12. Standard 3: Language for Critical Analysis and Evaluation After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Provide explicit, systematic, and supportive instruction with accessible texts  Facilitate students’ daily reading activities  Engage students in “real reading”

Calendar Session # 9 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Reading Comprehension Strategies After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

In this unit, participants explore how to promote genuine reading comprehension through such cognitive strategies as activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and visualizing-organizing. McEwan-Adkins and classroom teachers model the especially effective cognitive task of think-alouds and other questioning strategies that lead students to fluency.

Assignments due:

 Methods for developing students’ reading comprehension skills

Standards:

Common Core State Standards: College and Career Readiness Anchor Standards for Reading Key Ideas and Details: 19. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 20. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 21. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure: 7. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurate meanings, and analyze how specific word choices shape meaning or tone. New York State Learning Standards After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

English Language Arts: 13. Standard 1: Language for Information and Understanding 14. Standard 3: Language for Critical Analysis and Evaluation

 Engage their students in the 7 strategies of highly effective readers: o Activating o Inferring o Monitoring-clarifying o Questioning o Searching-selecting o Summarizing o Visualizing-organizing  Model and engage their students in think-alouds  Employ a range of questioning techniques

Resources (readings, artifacts, internet sites, videos, etc.): Provide the title, author, edition, publisher, cost, and where it is available. If there is a guest speaker, include the presenter’s name and affiliation. After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

Calendar Session # 10 Date: self-paced Time: self-paced Number of hours for this session: 2.5 hours Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Summary and Inference

In this unit, McEwan-Adkins and her workshop members delve into the critical task of teaching students to infer. Participants will watch classroom footage at different grade levels wherein the teachers and their students practice that essential aspect of reading comprehension. They also explore the process and role of summarizing in achieving understanding.

Assignments due:

 The importance of directly teaching the art of inference  The importance of directly teaching the art of summary

Standards:

The Framework for Teaching: 2b: The Classroom Environment: Establishing a Culture for Learning After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Teach their students to infer  Teach their students to summarize

Each unit provides resources and/ or an application toolkit that bridge learning to practice in the classroom, e.g., designing lesson plans, analyzing content and skills measured by student assessments. In addition, the use of templates and protocols support applying course concepts to classroom practice and implementing After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

course strategies.

Calendar Session # 11 Date: self-paced Time: self-paced Number of hours for this session: 2.5 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. eBook: Interventions for Facilitating Comprehension

Assignments due:

 Methods for developing students’ reading comprehension skills

Standards: After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

 Engage their students in the 7 strategies of highly effective readers: o Activating o Inferring o Monitoring-clarifying o Questioning After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

o Searching-selecting o Summarizing o Visualizing-organizing  Model and engage their students in think-alouds  Employ a range of questioning techniques

Calendar Session # 12 Date: self-paced Time: self-paced Number of hours for this session: 6.25 Assignments due today: See “Topics” Topics: List session topic(s) and material(s), e.g. handouts. Indicate midterm and final exam date, as well as an explanation of assignments due at this session. Final

For your midterm, you compared one of your own reading intervention strategies with one of McEwan- Adkins’. For your final, you will revise your own to increase its capacity for differentiation and explicit, systematic, and supportive instruction; to reduce students’ cognitive load and increase their cognitive processing; and to allow for practice beyond perfection. If your intervention is relevant to building vocabulary, incorporate opportunities for whole-group, small-group, and individual work. If your intervention is relevant to building fluency, incorporate opportunities for students to use at least one of these cognitive strategies: activating, inferring, monitoring-clarifying, questioning, searching-selecting, summarizing, and/or visualizing-organizing.

Please do the following: 1. Briefly present your original reading intervention.

2. Revise the intervention to:

a. Increase its capacity for differentiation

b. Increase its capacity for explicit, systematic, and supportive instruction After School Professional Development Program Zoe Souliotis-Foley, Director [email protected]

c. Reduce students’ cognitive load

d. Increase students’ cognitive processing

e. Allow for practice beyond perfection

3. If your intervention is designed to build vocabulary, write a reflection addressing how your revised intervention makes best use of whole-group, small-group, and individual practice.

4. If your intervention is designed to build fluency, write a reflection addressing how your revised intervention emphasizes one of the cognitive strategies of activating, inferring, monitoring- clarifying, questioning, searching-selecting, summarizing, and/or visualizing-organizing.

Objectives: Specify instructional goals and standards for this session, including alignment to NYS Standards, Common Core State Standards, and Danielson’s Framework for Teaching.

Application of Instruction: Specify what specific skills and strategies the participant will bring back to his/her classroom as a result of this session. What analysis of application will participants engage in (e.g., analysis of student work, revision of lesson plan based on student work, etc.)?