TED 664 - Reading and Language Arts: Literacy Intervention

Units: 3
This course prepares candidates to interpret results of disaggregated school-wide data and select and administer appropriate assessments to determine placement and intervention decisions. Candidates engage in fieldwork/clinical experiences and develop literacy leadership skills.

Prerequisites: TED 663 with grade B- or better.
Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:

Interpret results of disaggregated school-wide assessment data and work with colleagues to propose changes in instructional practices through grade- and school-level discussions and/or professional development;
Select appropriate assessments, administer, analyze and summarize the results of the assessments and report the results in ways that are meaningful to parents, classroom teachers and administrators; use assessment results to guide instruction and to determine the timing of appropriate placement in and exit from intervention programs with the goal of accelerated, successful reentry into grade level standards-based programs;
Engage in site-based field/clinical experiences that require the candidate to plan, implement, and monitor formal literacy instruction that is sequential, linguistically logical, systematic, explicit, differentiated, and based on ongoing formal and informal assessments of individual students’ progress that assures that the full range of learners develop proficiency as quickly and effectively as possible; use modeling, massed and distributed practice, and opportunities for application as strategies to facilitate student learning; select and use instructional materials, technology, routines, and strategies that are appropriately aligned with students’ assessed language and literacy needs;
Evaluate the culture of literacy at a classroom, grade or school level, and identify how it supports or impedes students’ literacy development; use that information and current research and theories on reading and literacy development, including first and second language development, to develop a plan of action to strengthen the culture so that it better supports literacy learning;
Demonstrate literacy leadership by fostering a culture of literacy at the school or district level by providing professional development, engaging in effective coaching, and curating professional resources;
Foster a culture of literacy at the community level by communicating with families in meaningful and respectful ways and by sharing resources and suggestions that support their students’ literacy learning.