Fitchburg State UniversityEDUCATOR ProgramsComprehensive Syllabus

Course Prefix and NumberCourse title

Day(s) and time of classes - Online

COURSE DESCRIPTION:

The purpose of this course is to provide assessment knowledge and skills that teachers of students with visual impairments must have to meet the heterogeneous needs of children and adolescents with visual impairment/blindness across the age span of birth to 22 years. The course will cover the three assessments included in the essential assessments (EA); functional vision assessment, learning media assessment, and screening and assessment in the Expanded Core Curriculum (ECC) content areas. Students will gain knowledge in the background legal requirements for the EA, various protocols to meet the needs of varying acuity and ability levels, and resources available for TVIs toolbox. In addition, participants will be able to utilize various rubrics to improve practice.

Readings:

Fitchburg State University Teacher Preparation Programs. (2012).  Conceptual framework.  Fitchburg, MA: Author. [Online] Available: http://www.fitchburgstate.edu/offices/academic-offices/education-unit/conceptual-framework/

Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum frameworks. Malden, MA: Author. [Online] Available: http://www.doe.mass.edu/frameworks/current.html

McKenzie, A. (2007). The use of learning media assessments with students who are deaf-blind. Journal of visual Impairment & Blindness, 103(4), 587-600. New York, NY: AFB Press.

Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104(6), 338-348.

Shaw, R., Russotti, J., Strauss-Schwartz, J., Vail, H., & Kahn, R. (2009). The need for uniform method of recording and reporting functional vision assessments. Journal of Visual Impairment & Blindness, 103 (6), 367-371. New York, NY: AFB Press.

Fitchburg State University Teacher Education Conceptual Framework

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K n ow ledgea ble

Sk i l l fu l

Ca r i n g E th i ca l

LEARNING OUTCOMES / OBJECTIVES:

Participants will gain knowledge and application skills in the essential assessment (FVA, LMA, & ECC) for children and youth who are blind or visually impaired.

This course will address the dispositions of the Conceptual Framework in the following way(s):

Knowledge: As a result of the learning experiences in the course, you will become more cognizant of: 1. legal requirements for assessments, 2. various tools and techniques for assessment, 3. Scoring rubrics for assessment.

Skill: As a result of the learning experiences in the course, you will become better able to :conduct a valid and reliable assessment.

Caring: As a result of the learning experiences in the course, you will become more competent in your ability to improve and critique your own practice in assessment.

Ethical: As a result of the learning experiences in the course, you will become more competent in your ability to: improve and critique your own practice in assessment.

INSTRUCTIONAL STRATEGIES

X Lecture X Data Collection and AnalysisX Discussion/Questioning Pre-Practicum Laboratory Role Playing/Simulation X Problem Finding/Solving Independent Learning

Discovery Field Trips Interviewing Computer Applications Collaborative Learning Groups X Viewing or Listening to Followed by X Reflective Responses Discussing Creating Visual Illustrations of Concepts Other______________

Technology Initiatives :

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Users of the Fitchburg State University computer systems are subject to all applicable federal, state, and international computer laws. Questions regarding regulations may be directed to the office of Information Technology Systems.

Candidates will utilize technology as: to access the course a communication method (email) a research method

COURSE REQUIREMENTS:

The required assignments for this course are as follows:

1. Discussion Forums (35 points). Discussion forums are required each week and points will be distributed by the following rubric.

2. Educating administrators (2 points) - one page reflection (due by session 2).3. Compare/Contrast paper (4 points) - Develop a two page compare/contrast paper for ESEA,

IDEA 2004, and your state’s State Performance Plan (due by session 2).4. Develop a ½ page reflection (2 points) on your state’s RTI process (due by session 3).5. Three ½ page reflections. (5 points). Visit the earubric.com website and create ½ page

reflection for each of the three resources chosen addressing why you chose them and how you will use in your practice (due by session 3).

6. Shaw article anticipation guide (3 points). Submit your corrected anticipation guide with appropriate citations (due session 4).

7. Rubric Reflections (6 points). Submit your 1 ½ page reflections on Edd’s FVA, LMA, & ECC (due session 4, 5, & 6).

8. McKenzie article anticipation guide (3 points). Submit your corrected anticipation guide with appropriate citations (due session 5).

9. Reflection on OSEP braille letter (2 points). Submit a one page reflection on the braille letter addressing is this new learning and how will this impact your practice (due session 5).

10. Reflection on the low vision position paper (2 points). Submit ½ page reflection on the LV position paper addressing how you will use this information to empower students and families (due session 5).

11. Sapp & Hatlen article anticipation guide (3 points). Submit your corrected anticipation guide with appropriate citations (due session 6).

12. Reflection on ECC Due Process in Lewisville (2 points). Submit a two page reflection on the Due Process decision (due session 6).

13. Reflection on the Family Connect Website (2 points). Submit a two page reflection on the site and how you might use the site with students or families (due session 6).

14. Reflection on the EA template (2 points). Submit a one page reflection on strengths, weaknesses, and if you would be able to use in your practice (due session 6).

15. Revised Edd’s EA (5 points). Submit a revised Edd’s EA revising as needed (due session 7).16. Reflection on Edd’s revised EA (3 points). Submit a 1 ½ page reflection addressing the mean

score, strengths, weaknesses, & what you would do differently (due session 7).17. Measureable goal activity (3 points). Submit the measureable goal with score and rewritten

goals (due session 8).

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18. Write and submit 2 measureable goals from Edd’s EA (3 points). Due session 8.19. Evaluate and submit one of your current EAs (10 points). Using the appropriate rubric

evaluate one of your EAs (be sure and de-identify any personal information) and write a ½ page reflection on the mean score, strengths, weaknesses, and what you could do to increase the quality (due within one week of the session )

20. Peer Critique reflection (3 points). Have a peer critique the same EA using the appropriate rubric and submit a 1 ½ page reflection on the mean they assigned to it, strengths identified, weaknesses identified, & recommendations (due one week after last session).

Discussion Forums: There will be a discussion forum assignment in each of the seven sessions. Each participant is required to contribute to each forum using information and knowledge gathered from the class lecture, assigned reading, website visits, etc. Participation in the discussion forums is critical for maximizing your learning experiences in this course. You are required to be part of an online community who interact, through discussion to enhance and support the professional development of the group. Part of the assessment criteria for the course includes assessing the quality and quantity of your participation in the discussion forum.

Some characteristics that are considered to be part of excellent discussion contributions are outlined below.

A minimum of two posts are required. You should submit your initial post early in the session, and your subsequent responses to the posts of other participants at timely intervals within the duration of the session. Keep in mind that the goal is to have a dynamic discussion that lasts throughout the entire session.

Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good ideas” will not be considered adequate. Support your statements with examples, experiences, or references. You are, however, encouraged to be brief – keep each post and response to one or two short paragraphs. Keep in mind that your fellow participants will be reading and responding to you, too.

Make certain to address the discussion prompt(s). This does not mean you should not extend the topic, but do not stray from the topic.

Discussions occur when there is dialogue. Build upon the posts and responses of other learners to create discussion threads. Make sure you revisit the discussion forum and respond (if necessary) to what other participants have posted to your initial responses.

When relevant, add to the discussion by including prior knowledge, work experiences, references, web sites, resources, etc. (giving credit when appropriate).

Your contributions to the discussions should be complete and free of grammatical or structural errors.

The rubric point scale will be used to assess your work based on a 5 point scale.

Seven discussion forums are required at 5 points possible for each = 35 possible points. Rubric = 1 pt. possible for appropriate incorporation of and reference to the readings 2 pts. possible for the appropriate number of responses (two responses per discussion – one to the

question and one to another participant’s post)

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2 pts. possible for quality response (well-written, appropriate response to the question/topic).

Discussion Forum Rubric

2 points 1 point 0 points

Incorporation of and

reference to the readings in

discussion responsesMax pts: 1

Max pts: 1 Responses include reference to the

readings assigned for the week.

Responses do not include any reference to

the readings for the week.

Quality, well-written

response

Max pts: 2

Responses clearly address the discussion topic including student’s own

thoughts as well as the responses posted by others.

Responses address the discussion

topic but do not respond to

responses posted by others.

Responses do not address the discussion

topic.

Appropriate number of responsesMax pts: 2

A minimum of two responses are

posted.

Only one response is posted

No responses are posted.

All assignments must be posted by the posted due date. Assignments will be accepted late but 1 point will be deducted for each week the assignment is submitted after the due date.

EVALUATION OR GRADING POLICY:

Methods of EvaluationParticipants are evaluated by the following methods:

Rubrics = Anticipation Guides = Discussion Forums =

FITCHBURG STATE UNIVERSITY

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GRADUATE GRADING SYSTEM

4.0 95 - 100 A3.7 92 - 94 A-3.5 89 - 91 A-/B+3.3 86 - 88 B+3.0 83 - 85 B2.7 80 - 82 B-2.5 77 - 79 B-/C+2.3 74 - 76 C+2.0 71 - 73 C0.0 0 - 70 FW WithdrawnIN IncompleteIP In-Progress

Grades that fall between intervals will be rounded to the higher number.

COURSE CONTENT / TOPICAL OUTLINE

Session One: Review of syllabus and assignments

Effective Instructional Continuum Overview

Law & Regulations

o ESEAo IDEAo SPP

Session Goals:1. Students will understand the course content and expectations.2. Students will understand the effective instructional continuum for students with VI.3. Students will understand the underpinnings of the law as it relates to the instruction for

students with VI.

Discussion Board:Provide a brief description of yourself on the discussion forum board so we can get to know each other.

Readings:

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1. Review lecture2. Review your state’s State Performance Plan found on your state’s special education website3. Review IDEA 2004 found on OSEP’s website found at:

http://idea.ed.gov/explore/view/p/,root,regs,

Session Two: Eligibility RTI Getting Started on conducting an EA RIOT model Rubrics

Session Goals:Students will have and understanding of the RTI/rti processes and rubrics for improving practice.

Discussion Board:What is a key issue for students with VI as we think about RTI?

Readings:Review all four EA rubrics (B-3, 3-5, 5-22, MD/DB) found in the rubric folder.

Session Three: EA (FVA)

o Rubricso Toolso Resources

Session Goals:Students will have an understanding and rudimentary application of the key concepts of the EA (FVA).

Discussion Board:How would you improve the earubric.com website?

Readings:Shaw et al. (2009)Sample EA (Edd)

Session Four: LMA Overview Required areas Protocols Resources

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Session Goals:Students will have an understanding and rudimentary application of the key concepts of the EA (LMA).

Discussion Board:What background knowledge do you need to conduct an LMA?

Readings:1. McKenzie (2007)2. OSEP braille letter3. Low Vision Position Paper

Session Five: Essential Assessments (Continued) ECC

Rubrics (content/quality) Resources Tools

Session Goals:Students will have an understanding and rudimentary application of the key concepts of the EA.

Discussion Board:How will you use the How to Conduct and EA handout in your practice?

Readings:Lewisville Due ProcessSapp & Hatlen (2010)

Session Six: EA Report Writing

Session Goals:Students will have an understanding and rudimentary application of report writing.

Discussion Board:What are the key factors in developing an EA report?

Readings:Report Rubric (found in rubric folder).

Session Seven:

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Program Planning

· Laws & regulations· Writing Measurable Goals

Session Goals:Students will have an understanding and rudimentary application of creating measurable goals.

Discussion Board:How would you rate your school district/ special purpose school on writing measureable goals?What is a key issue for students with VI as we think about RTI?

Readings:Measureable Goal Matrix and activity handout

Session Eight: Review of Rubrics and Peer Critique

Session Goals:Students will have an understanding and rudimentary application of creating and evaluating a quality EA.

Discussion Board:What would be your L of the KWL for this course?

Readings:None

Summary of Weekly Topics and Assignments

Session Topic(s) Assignments Due Possible

pointsDue Date

1 Review of syllabus and assignments

Effective Instructional Continuum

1. Complete & submit the K & W of the KWL

2. Provide a brief description of yourself on the discussion forum board (1) so we can get to know each other.

3. Submit a one page reflection on

0

5

2

Session 1

Session 1

Session 2

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Overview

Law & Regulations

ESEA IDEA SPP

strategies needed to educate non-vision administrator?

4. Submit a two page compare/contrast paper on ESEA/IDEA/your state’s performance plan

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Session 3

2 1. Eligibility2. Two-Prong

Test3. Response to

Intervention (RTI & rti)

4. Use of Rubrics

5. Getting started on conducting an EA

1. Discussion Forum (2): What is a key issue for students with VI as we think about RTI?

2. Submit a ½ page reflection on your state’s RTI process

3. Visit Earubric.com and select three resources and write a ½ page reflection on each of your chosen resources and answer why you chose that particular resource and how you will use it in your practice.

4. Review the Eligibility flow chart5. Review the Conducting an EA

handout6. Review the EA template7. Complete the Shaw article

anticipation guide prior to reading the article.

5

2

5

00

00

Session 2

Session 3

Session 3

Session 2Session 2

Session 2Session 2

3 EA (FVA) Rubrics Tools Resources

1. Discussion Forum (3): How would you improve the earubric.com website?

2. After reading the Shaw article check your anticipation guide for correct answer and complete the citations. Submit the anticipation guide with the corrections and citations.

3. Apply the 5-22 rubric to Edd’s sample report just for the FVA portion using the score sheet and write a 1 ½ page reflection to address:

a. Mean scoreb. Strengthsc. Weaknessesd. What you would do

5

5

2

Session 3

Session 4

Session 4

10

differently.4. Complete the McKenzie article

anticipation guide prior to reading the article.

0 Session 3

4 LMA, including literacy Rubrics

(content/quality)

ResourcesTools

1. Discussion Forum (4): What background knowledge do you need to conduct an LMA?

2. Develop 1 page reflection on the OSEP braille letter answering the following questions: Is this new learning? And how will this impact your practice.

3. Submit a ½ page reflection on the Low Vision position page addressing how you will use this information to empower students and families?

4. Submit the anticipation guide for the McKenzie article with corrections and citations.

5. Apply the 5-22 rubric to Edd’s sample report just for the LMA portion using the score sheet and write a 1 ½ page reflection to address:

a. Mean scoreb. Strengthsc. Weaknessesd. What you would do

differently.6. Complete the Sapp & Hatlen

article anticipation guide prior to reading the article.

5

2

2

5

2

0

Session 4

Session 5

Session 5

Session 4

Session 5

Session 4

5 Essential Assessments (Continued) ECC

Rubrics (content/quality)

Resources

Tools

1. Submit a 2 page reflection on the first case law due process over the ECC.

2. Review How to Conduct and EA handout

3. Discussion forum: How will you use the How to Conduct and EA handout in your practice?

4. Apply the 5-22 rubric to Edd’s sample report just for the ECC portion using the score sheet and

3

0

5

2

Session 6

Session 5

Session 5

Session 6

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write a 1 ½ page reflection to address:

a. Mean scoreb. Strengthsc. Weaknessesd. What you would do

differently.5. Visit the Family Connect website

found at: http://www.familyconnect.org/parentsitehome.aspx and watch the videos. Submit a 2 page reflection on the site and note how you might use this site with students or families.

6. Review the EA Template and reflect on strengths, weaknesses, and if you would be able to use in your practice. Submit a 1 page reflection.

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2

Session 6

Session 6

6 How to write up your EA for various audiences.

1. Rewrite Edd’s sample report keeping the content where appropriate and make revisions on content that was weak.

2. Apply the report writing rubric to your newly revised Edd’s sample report using the score sheet and write a 1 ½ page reflection to address:

a. Mean scoreb. Strengthsc. Weaknessesd. What you would do

differently?

5

3

Session 7

Session 7

7 Program Planning

· Laws & regulations

· Writing Measurable Goals

1. Review measureable goal matrix.2. Rewrite and submit the non-

measurable goals on the measurable goal activity page.

3. Write and submit two measurable goals from Edd’s sample report.

4. Discussion Forum (6): How would you rate your school district/ special purpose school on writing measureable goals?

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3

5

Session 7Session 8

Session 8

Session 8

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8 Review of Rubrics and Peer Critique

1. Evaluate and submit one of your EAs applying the appropriate rubric (no identifying student information). Answer the following questions in a 1 ½ page reflection:

a. Strengthsb. Weaknessesc. What could you have done

to strengthen the quality of your EA?

2. Have a peer apply the appropriate rubric to your EA and write a 1 ½ page reflection to address:

a. Mean scoreb. Strengthsc. Weaknessesd. What were the

recommendations?3. Discussion Forum: Complete your

L from the KWL for the course.

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3

5

One Week after sessions end.

One Week after sessions end.

Session 8

Fitchburg State University encourages all Extended Campus students to take advantage of our online student services. We have created a “virtual student center” just for you. Here you will find access to Counseling Services, Career Services, The Student Activity Center, the university bookstore and many other helpful links. You can access our student center by going to the university homepage at http://www.fitchburgstate.edu and clicking on Offices and Services. Scroll down and click on Extended Campus Center. You will find links to Library Services, our Virtual Student Center and other important information.

FITCHBURG STATE UNIVERSITY DISTANCE LEARNING & EXTENDED CAMPUS LIBRARY SERVICES

The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary Loan; reference assistance via: phone, email, IM, Blackboard’s Collaboration and Elluminate tools, Skype and in-person; library instruction; research help and more. Any questions relating to library services should be directed to the Linda LeBlanc, Access Services Librarian, at 978-665-3062 or dllibrary@fitchburgstate.edu. There is also a special section for Distance Learning and Extended Campus Services at http://fitchburgstate.libguides.com/dlservices outlining the wide range of services available to you and how to access them.

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Students who are currently registered with the university may access any of the library’s subscription databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s homepage at http://www.fitchburgstate.edu/academics/library and clicking on the Research Databases button in the center of the page. Select the resource you want to access from the alphabetical or subject listing. Once you click on the database title you will be prompted for your Falcon Key logon information; this is the same logon you will use for your Fitchburg State email account and if you have any online Blackboard courses. If you do not know your Falcon Key username and password or if you have any problems logging in, contact the university’s Technology Help Desk at 978-665-4500 or helpdesk@fitchburgstate.edu. The Library can issue you a temporary guest Falcon Key to use while the Technology Department is setting up your account: contact us at 978-665-3062 or dllibrary@fitchburgstate.edu

All registered Fitchburg State University students are eligible for a Fitchburg State University OneCard ID which also serves as his/her library card. If you have not received your OneCard yet, you can still access all of our online services as long as you have activated your library account. Activate your library account online at http://www.fitchburgstate.edu/librarycf/cardrequest.cfm or in person at the Circulation Desk. After activation by the Gallucci-Cirio Library and receipt of your OneCard, students may also use any Massachusetts State College/University Library as well as participating libraries in the Academic and Research Collaborative (ARC) during the current semester. OneCards are available on campus all year round. Students wanting a OneCard must either complete the online Extended Campus OneCard request form http://web.fitchburgstate.edu/technology/onecard/photoless/index.cfm or present a course registration confirmation at the OneCard Office in the Anthony Building, main campus. Please call 978-665-3039 for available times or if you have any questions about your OneCard. UNIVERSITY AND EDUCATION UNIT POLICIES

Policy on Disability

Disability Services is the primary support system for students with disabilities taking classes in the day and evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need special arrangements in case the building must be evacuated, please make an appointment at the beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed with me as soon as possible.

Attendance and Participation

1. As an emerging professional, you are expected to attend every class session, to be on time, and to communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. Attendance at all pre-practicum sessions is mandatory.

2. Participation in class discussions and cooperative groups is expected. All candidates are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of assigned reading is imperative to your individual development as a professional.

3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade.

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4. If you have questions for the instructor please post them in the Q&A forum found at the top of the home page for the course. Your instructor will respond to any questions posted within 48 hours. This is the best place to post all non-private questions that pertain to the course since other members of the class will benefit from the answers as well.

5. The instructor will make every effort to check email frequently. However, please avoid any last minute “crises” regarding any of your assignments by reviewing the requirements with sufficient time to obtain clarification prior to the deadline.

6. Participants are welcome to use the “email the class” feature. Please keep messages sent to the whole class related to course content and maintain the same professionalism as you would in a face-to-face class.

7. Participants often have the misperception that taking a course online is easier since they don’t have to physically go to a classroom. While the convenience of “attending class” on your own schedule does make taking an online course easier, this type of educational environment requires discipline to ensure that you don’t get behind. This medium does give participants flexibility in attending class – it is more convenient – not easier!

Education Unit Computer Literacy Requirement

All assignments must be typed, doubled-spaced; follow the Department Writing Guide; and use APA format when appropriate.

You are expected to use word processing for all assignments (unless otherwise instructed). [If your course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with other class members, to examine the use of software in the field, and to use the Internet to obtain information, ideas and resources.’]

Cellular Telephones and Other DevicesKindly turn-off cellular telephones during class time and field experiences and place them in book bags or purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class begins and if use of the laptop is not required, all laptops should be closed during class time so that your full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress. Thank you in advance for your consideration of colleagues and students. Grade AppealIf you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State University Grade Appeal Policy in your Student Handbook.

Academic Integrity PolicyThe faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of course requirements will be solely that of the individual candidate and all other sources will be cited

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appropriately. University Academic Integrity Policy, as outlined in the University Catalogue, will be strictly adhered to.

Copyright PolicyYou are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of copyrighted materials. See the Student Handbook for more details.

READING AND RESOURCES

Blankenship, Coy, Prause, & Siller (2011). Essential Assessment rubric and accompanying documents found at: http://earubric.com

Koenig, A. J., & Holbrook, M. C. (1995). Learning media assessment of students with visual impairments: A resource guide for teachers (2nd Ed.) Austin, TX: Texas School for the Blind and Visually Impaired.

Sanford, L., & Burnett, R. (2008). FVLMA: Functional vision and learning media assessment for students who are pre-academic or academic and visually impaired in grades K-12. American Printing House for the Blind, Louisville, KY.

Smith, M. (2005). SLK guidebook and assessment forms. American Printing House for the Blind, Louisville, KY.

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