T_L 413 01

After successfully completing this course, you should be able to:

• Investigate the reading and writing processes of a learner in order to explore and understand how to facilitate his or her individual learning (CAEP 1, InTASC #1, 2, 8, ILA 1 & 4);

• Examine a variety of assessment tools (including digital assessments) and analysis methods that illustrate and identify students’ attitudes regarding reading and writing by recognizing strengths and weaknesses (CAEP 1, InTASC 2, 6 & 8, ILA 1, 3 & 4), ISTE 2;

• Understand the ways in which diversity influences the reading and writing development of all students, especially those who struggle with reading and writing (CAEP 1, InTASC 1 & 2, ILA 4);

• Examine the variety of instructional practices aimed at strengthening a student’s ability to process print and perform more efficiently as a reader and writer (CAEP 1, InTASC 3, 7, & 8);

• Examine learner engagement opportunities in reading and writing (CAEP 1, InTASC 1-9, ILA 1-5), and

• Examine the use of digital technologies to inspire engagement, creativity and meaningful experiences in student learning (CAEP 1, InTASC 4, 7, & 8, ILA 2, 4 & 5, ISTE 1-5).

Dougherty, S. K. A., Flanigan, K., & McKenna, M. C. (2020). Assessment for reading instruction. The

Guilford Press. 

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Overview

 The course content is organized by week for this semester. Each week contains a purpose, learning outcomes, and a variety of links to articles, video/audio files, and other instructional resources selected to enhance the learning experience and support the various topics. Discussions, blogs, wikis, surveys, quizzes, tests, and assignments will be used to assess your comprehension and application of those materials.

To get the most from your experience, it is recommended that you consider the following:

• Review the syllabus and course schedule posted in Blackboard
• Participate fully and in a timely manner to get the benefit of learning from your peers and the facilitators
• Communicate with the instructor via email when truobles arise

What Should Students Do First?

The Blackboard site for this course will be open to you one week prior to the start of the semester with the syllabus, an introductory video, and other introductory materials available for your review. Prior to the start of the first week of the course, please review the course syllabus and schedule and view the introductory video for further details on how to navigate the course Blackboard site.

How Students Should Proceed Each Week for Class Activities

On the left side course menu in Blackboard there is a “Weekly Assignments” tab. By clicking on this tab, you will find all weekly content folders containing the required readings, videos, and assignments/activities for the week. An overview of each week can be found in the syllabus. Each weekly folder will be opened up on Tuesdays by 12:00pm CST for the coming week, and (unless otherwise specified), all assignments will be due by 11:59pm CST of the following Monday (ex. Week 1 materials are open by Tuesday at 12:00pm CST and all Week 1 material will be due by the end of Week 1, Monday by 11:59pm CST).

Course Requirements/Expectations

1. The student will review the syllabus and course schedule posted in Blackboard.
2. The student will access and follow all course instructions found in the weekly area of the Blackboard course.
3. The student will participate in any lecture or discussion sessions on campus or online as provided and as part of this course.
4. The student will complete and submit assignments, exams, quizzes, etc. by the date noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
5. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.

Grade Scale: 

•  A = 93 – 100%
• B = 81 – 92%
• C = 71 – 80%
• D = 61 – 70%
• F = 0 – 60%                    

* In the state of North Dakota, a GPA of 2.50 is required for teacher licensure. Please  make sure you know what your state will require.
* You must achieve a “C” or better in all T&L courses.

Assignment Policy

Assignments are expected to be submitted either in class or on Blackboard as specified on their designated due dates.

Late Work

• Assignments are expected to be submitted either in class or on Blackboard as specified on their designated due dates. If you feel you require an extension on an assignment, please email me in advance in order to discuss options. Late assignments without such a request will result in a 10% reduction of points IF the assignment is turned in within one week after the due date. Failure to turn in late work AFTER one week without a written request for an extension will not be graded.

• If you feel you need to revise and resubmit an assignment in order to improve your own learning and success, please email me to discuss. Such instances will be considered individually as they arise.

Effort/Rigor 

• Plan to spend sufficient time on the course. You are expected to put in the same amount of time into online courses as you would if you were enrolled in a face-to-face course on-campus. For example, if a two-credit course were meeting on-campus it would meet for two hours each week for 16 weeks. In addition to this meeting time, you would be expected to spend, at minimum, an additional hour for each hour of class on assignments and readings. Thus, you can anticipate spending at least four hours each week on this two-credit class (e.g., readings, working on assignments, discussion, and other).

Incompletes

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

UNIVERSITY OF NORTH DAKOTA POLICIES & RESOURCES

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties to the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter, and will have little tolerance of or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access & Opportunity, Disability Support and Medical Services

If you have emergency medical information to share with me, or if you need accommodations in this course because of a disability, please visit with me as soon as possible. My office hours are at the top of this syllabus. If you plan to request disability accommodations, you are expected to register with the Disability Support Services (DSS) office online, (180 McCannel Hall, 701.777.3425).

If you have a temporary medical condition such as a broken arm or recovering after surgery, you may be able to arrange for courtesy services. In most cases, it is expected that you will make your own arrangements for these services. Examples of courtesy services include access to a test scribe if the student has a broken hand; lift equipped van transportation when the student has a broken leg or temporary accessible parking for a student using crutches for a short period. If you are unable to make your own arrangements, please contact DSS (777-3425). Unlike services and/or accommodations provided to eligible students with disabilities, the University is NOT obligated to provide courtesy services.

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem is not resolved, meet with insert name of conflict mediator or ombudsperson if available in your department, otherwise delete this sentence. If the problem continues to be unresolved, go to the department chair, and next to the college Dean. Should the problem persist, you have the right to go to the Provost next, and then to the President.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to: Donna Smith, Director of Equal Employment Opportunity/Affirmative Action and Title IX Coordinator, 401 Twamley Hall, 701.777.4171, UND.affirmativeactionoffice@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 500 West Madison, Suite 1475, Chicago, IL 60611 or any other federal agency.

Reporting of Sexual Violence

If you or a friend has experienced sexual violence, such as sexual assault, domestic violence, dating violence or stalking, or sex-based harassment, please contact UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage.

Faculty Reporting Obligations Regarding Sexual Violence

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual violence they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been the victim of sexual violence, you can find information about confidential support services on the Title IX webpage.

UND Cares Program

The UND Cares program seeks to educate faculty, staff and students on how to recognize warning signs that indicate a student is in distress.

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, some students may struggle. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

• Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
• Student has cut off or minimized contact with family or friends.
• Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
• Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
• Student is acting withdrawn, volatile, tearful, etc.
• Student is acting out of character or differently than usual.
• Student is talking explicitly about hopelessness or suicide.
• Student has difficulty concentrating or difficulty carrying on normal conversation.
• Student has excessive dependence on others for company or support.
• Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

UND Cares about Your Success

Important information is available to you through Starfish, which is an online system used to help students be successful. When an instructor observes student behaviors or concerns that may impede academic success, the instructor may raise a flag that notifies the student of the concern and/or refer the student to their academic advisor or UND resource. Please pay attention to these emails and take the recommended actions. They are sent to help you be successful!

Starfish also allows you to (1) schedule appointments with various offices and individuals across campus, (2) request help on a variety of topics, and (3) search and locate information on offices and services at UND.

You can log into Starfish by clicking on Logins on the UND homepage and then selecting Starfish. A link to Starfish is also available in Blackboard once you have signed in.

Ensure Accessibility

To comply with the latest accessibility guidelines, documents posted online, including, but not limited to, Adobe PDF files, Microsoft Word documents, Microsoft PowerPoint presentations, and online flipbooks, must be screen-reader friendly. For directions on how to make your syllabus and other course materials accessible, visit the Creating Accessible Content webpage on the TTaDA site.