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Course : Tier III Reading interventions

Course Number
Section Number
Summer I 2019
Ferguson Hall, 202
Days & Times
Final Exam Day/Time
Saturday, July 06, 2019 12:00 am

Comp #        

Foundations Strand


practice within the standards and policies of the profession, including the Code of Ethics and Standard Practices for Texas Educators and the Council for Exceptional Children (CEC) Code of Ethics;


promote and maintain a high level of competence and integrity in the practice of the profession;


typical concerns of parents/guardians of individuals with disabilities and appropriate resources and strategies to help parents/guardians deal with these concerns;


knows and understands the educational implications of various disabilities;


knows and understands various ways to adapt instruction to meet unique learning needs of individuals with disabilities;

Comp #

Assessment Strand





the processes used for screening, prereferral, intervention, referral, and determining eligibility for special education services;


the appropriate application and interpretation of scores, including standard scores, percentile ranks, and age/grade equivalents


the purpose, appropriate uses, and limitations of various types of assessment instruments;


methods for monitoring the daily progress of individuals with disabilities; and


the reciprocal nature of assessment and instruction and how to evaluate assessment results to design, monitor, and modify instruction for individuals with disabilities;


collaborate with parents/guardians and with other school and community personnel involved in the assessment of individuals with disabilities;


document ongoing student progress and maintain accurate records;

Comp #

Intervention and Planning Strand


sequence, implement, evaluate, and measure student progress toward individual learning objectives;


evaluate, select, adapt, and use instructional strategies and materials according to characteristics of the student;


use a variety of literacy assessment practices to plan and implement literacy instruction for students with disabilities


Class Intervention

Students will design and conduct a class intervention based on the 5 components of the 3 Tiers of Reading Instruction.  


Case Study

Students will participate in a 10 day case study. Student will be responsible for assessing and designing interventions for one child during the summer semester.


Reading Experience:

Students will use collected data to make data driven decisions regarding instruction for individual camp attendees. Data collected, decision making, and lesson planning will be recorded on the MSU Reading Experience template which will be available to students on D2L.


Final Presentation

Students will create and present a 15 minute multimedia presentation of their case study.



Students will demonstrate the dispositions of dependability, sensitivity, and a commitment to becoming practitioners and leaders in the profession of education who practice within the CEC Code of Ethics. Students will be prepared for their students and attend class each day.

Class Intervention           25 Points

Quiz  X 2                        50 Points

Reading Experience        50 Points

Final Presentation            25 Points

Final Exam                     100 Points

**Graduate Presentation  25 Points

Absence Policy - Professional teachers are dependable, reliable, and responsible. Therefore, candidates are expected to be on time and in attendance at every class, and to stay for the entire class. Tardiness, leaving early, and excessive absences (3) are considered evidence of lack of dependability, and are taken seriously. Candidates will receive a grade of F on the third absence. If a candidate is taking ‘blocked’ courses that are taught at a Professional Development School, requiring field experience, the candidate will be dropped with an F from those classes as well.


Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

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As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

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We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

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