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STUDENTHANDBOOK
of the
Graduate Reading ProgramSouthern Connecticut State University
Régine Randall, Ph.D., Program CoordinatorLaura Raynolds, Ph.D.
Louise Shaw, Ed.D.Beth Taylor-Roscow, Ph.D.
Southern Connecticut State UniversityGRADUATE READING PROGRAM HANDBOOK
(DRAFT Fall 2015)
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TABLE OF CONTENTS (draft 2015-2016)
Introduction……………………………………………………………….…………… 2
Meet the Faculty/Staff…………………………….…………………………………… 4-6
How to Apply to the Program..…………………………………………………..…… 7-8
Advising………………………………………………………………………………… 8
Background Checks…………………………………………………………………… 10
Organizational Framework and Course Sequence...….………………………….… 9-11
Portfolio Requirement for RDG 662…………………………………………………. 11
SCSU Annual Literacy Conference………………………………………………….. 11
Managing Prerequisites and Pairing Courses ………………………………….…… 12-13
Continuous Enrollment Policy ………………………….……………………….…… 13
Assessment and TK20 .………………………………………………………………… 14
SCSU Owls E-mail & Blackboard……………………………………………………... 15
Comprehensive Exam ………………………………………………………………… 16
Reading Specialist Test ………………………………………………..……………….. 17
Reading Certification…………………………………………………………………… 18-19
Applying for Graduation ……………………………………………………………… 20
Cohorts ……………………………………………………………………….………… 21-22
IRA/NCATE Standards………………………………………………………………… 23-26
Other Helpful Information ..…………………………………………………………… 27-29
Appendices SCSU Tuition and Fees Schedule for 2015-2016 Sample RubricMasters of Science Planned ProgramSixth Year Professional Diploma Planned Program
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INTRODUCTION
Greetings! This handbook has been prepared for students currently in the Graduate Reading Program or for those individuals who are interested in finding out more about our program. In the handbook, you will find an overview of Graduate Reading Program at Southern Connecticut State University as well as a description of the campus-based cohorts. The information that follows includes:
an introduction to our program faculty how to apply to SCSU and the Reading Program; background checks the organizational three-strand framework that reflects developmental
literacy, literacy assessment, diagnostic intervention/remediation, and literacy leadership; capstone experiences
the course sequence within each strand; the major “specialized program area” course assessments that serve as
evidence of your competency as a certified reading professional; degree requirements and university policies; and, the processes for acquiring certification as a Reading and Language Arts
Specialist and/or Reading Consultant in Connecticut.
In addition, we include information on the International Reading Association standards in the areas of foundational knowledge, curriculum and instruction, assessment and evaluation, diversity, literate environment, and professional learning and leadership. The final section contains helpful tips for program success and answers to frequently asked questions.
While we make every effort to keep information in the handbook up-to-date and accurate, please remember that the university is a dynamic community where policies and procedures continue to evolve. Your advisor, as well as all faculty members in the reading program, is eager to work closely with you so that your experience and progress through the program is educational, satisfying, and smooth!
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Meet the Southern Connecticut State University Reading Faculty
Régine Randall, Assistant Professor/Coordinator of Graduate Reading, Dr. Randall earned her Ph.D. from the University of Connecticut in
Curriculum and Instruction with an emphasis on reading education. Her scholarly interests include disciplinary literacy, young adult literature, innovative instruction, collaboration, and using reading and writing assessment to plan individual, small group, and class instruction. Although a long time fan of both the Broncos and the Giants, Dr. Randall does think that Eli, Peyton, and Archie Manning should leave the writing of children’s books to someone else. She and her husband live in Cheshire with their Pembroke Welsh Corgi, Bonjour. Dr. Randall’s daughter is a media specialist in Stamford, CT and her son is an analyst with the Department of Defense in San Diego, CA. One thing you might not know about Dr. Randall is that she is an avid, amateur grower of daylilies; her prize daylily, protected by a very tall deer fence, is originally from Austria and was brought to this country more than 100 years ago by the grandparents of family friends.
o [email protected] , Office: Davis 209G, 203-392-7168
Laura Raynolds, Assistant Professor Dr. Raynolds earned her Ph.D. from Fordham University in Language,
Literacy and Learning. She spent many years in the public schools teaching reading to English learners. Her scholarly interests include examining the invented spelling of English learners, teaching of academic language, assessment of English learners, and issues in urban education. Dr. Raynolds lives in New Haven with her husband, also an educator. She has a son and a daughter, both of whom teach in New York City. She likes to travel, cook, and knit. One thing you might not know about Dr. Raynolds is that she lived in the Virgin Islands for eight years and did a four-year apprenticeship as a goldsmith. She left the jewelry business behind when she discovered her love for teaching.
o [email protected] , Office: Davis 210D, 203-392-5930
Louise J. Shaw, Assistant Professor Dr. Shaw, our newest faculty member in reading, earned her Ed.D. from
Hofstra University in Teaching, Literacy and Leadership. She spent eleven years teaching multiple grade levels in an elementary school before shifting
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to teacher education. Her scholarly interests include teacher beliefs and change, relationships between the arts and literacy, and scaffolding literacy development for diverse learners. Dr. Shaw recently moved from Long Island, New York to Essex, Connecticut with her husband and two lively cats. One thing you might not know about Dr. Shaw is that she loves the performing arts. In fact, she attended a performing arts high school in Ohio and spent much of her time acting in musicals and plays before becoming a teacher. She’d secretly like to explore this passion again.
o [email protected] , Office: Davis 209A, 203-392-5964
Maravene (Beth) Taylor-Roscow, Professor Dr. Taylor-Roscow earned her Ph.D. from Columbia University in
Educational Psychology with an emphasis on reading. Her scholarly interests include reading disabilities, assessment and intervention of literacy difficulties, the structure of words, and how text structure impacts what we learn and think about while reading. She and her husband live in Hamden and their son is the adventurous sort who resides in Colorado. In addition to her family, Dr. Taylor-Roscow is passionate about travel, her dogs, bird-watching, and reading mysteries. Favorite authors include Jane Austen, Eloise Greenfield, and Elizabeth George among others. One thing you might not know about Dr. Taylor-Roscow is that her husband is convinced that she rarely goes to bed at night without watching at least one autopsy on television.
o [email protected] , Office: Davis 210E, 203-392-5933
In addition to our full-time faculty, we are fortunate to have excellent adjunct instructors who teach in the Graduate Reading Program. Between them, these part-time faculty members have several decades of working in reading at the local and state levels as teachers, consultants, district coordinators, principals, supervisors, and superintendents. Many of these individuals are also SCSU Reading alumni! We are grateful to their commitment and contribution to the Graduate Reading Program!
Amy Balisciano Imma CanelliPatricia Castle Jason BluesteinJames Messina Philip Piazza
and Jennifer Sinal
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Rosa Clough is the reading program secretary. She has been with the department for more than 30 years and is one of the most knowledgeable people on the second floor of Davis Hall (if not the entire campus)! Rosa provides invaluable support to SCSU faculty and students alike.
o [email protected] , Office: Davis 212, 203-392-6400
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HOW TO APPLY TO SCSU AND THE PROGRAM
UNIVERSITYApplication to the Graduate Reading Program begins with an on-line application to the Graduate Studies Office at Southern Connecticut State University: http://www.southernct.edu/grad/. There is a $50.00 application fee for graduate applications.
In addition to the graduate application, you will also be asked to submit transcripts for both undergraduate and, if applicable, previous graduate work. At the present time, all students entering the Graduate Reading Program must have an undergraduate GPA of 2.7; the GPA requirement is based on all undergraduate college coursework taken at any university. In some instances, candidates may be granted a GPA waiver.
The Graduate Studies Office processes all applications for all graduate programs at Southern Connecticut State University. Because of this, the Reading Department may not be aware that you have applied to our program for a number of weeks. Please call Rosa Clough at 203-392-6400 once you apply so that we are better able to monitor the progress of your initial application to SCSU.
READING PROGRAMOnce your graduate application to Southern Connecticut State University is complete, the Graduate Office notifies the Reading Department. At this point, you will then be asked to provide two letters of recommendation as well as a personal essay that explains your interest in our program and understanding of the School of Education Conceptual Framework –CALL (Collaborating, Applying, Leading, Learning). Other required materials include:
a copy of your current teaching certification and/or Praxis II scores evidence that you completed a 3-credit special education course in Special
Education/Exceptionalities (disabilities, talented and gifted, etc.) as either an undergraduate or graduate student. If you do not have this course in Exceptionalities, it must be completed as part of your program (or at another school) to meet state requirements for certification.
Other scores, such as those from the Foundations of Reading Test, may be required if you have completed this exam.
The Reading Department secretary, Rosa Clough, will contact you once all of your materials have been received so that an admissions interview can be scheduled
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with one of the full-time faculty members in our department. If you are accepted into the program, this professor is most likely the same one who will become your advisor. In general, summer advising is completed by the Graduate Reading Coordinator. If you complete a planned program in the summer, advising during the academic year will revert to your actual advisor. Currently, advisees are assigned based on the alphabet:
Last Names:A-I: Dr. Taylor-RoscowJ-R: Dr. RaynoldsS-Z: Dr. Shaw/Dr. RandallCertification Only; Cohorts Dr. Randall
While you may take up to two classes in the Graduate Reading program before you and your advisor write a planned program, this is a very important step and should be completed as soon as possible. An approved planned program is necessary for matriculation within the Graduate Reading Program for both the Master of Science degree or the Sixth Year Professional Certificate. Once you are accepted and the Graduate Office approves you planned program, a deposit of $100.00 may be required to “hold your place,” but this deposit is applied to tuition once you begin taking courses.
Do not take more than two courses (six credits) without matriculating if you are in the MS program.
Do not take more than three courses (nine credits) without matriculating if you are in the 6th year program.
The university may not recognize any coursework/credits you have taken after reaching the point where you should be matriculated (with an approved planned program) even if these classes have been successfully completed and paid for!
Finally, you should plan to confer with your advisor at least once a year about progress toward your reading degree and certification. Not only can your advisor assist you with scheduling or program questions, but he or she is an important professional resource who will support your work as a reading educator.
ORGANIZATIONAL FRAMEWORK AND COURSE SEQUENCE
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To prepare students for the professional roles they will serve upon completion of the Graduate Reading Program’s Masters of Science and Sixth Year Professional Diploma programs, we have organized coursework into three strands: Developmental Literacy, Diagnosis and Intervention/Remediation, and Literacy Leadership. Using this three strand framework, Graduate Reading Program faculty are able to monitor and evaluate students’ acquisition of the specific competencies needed to become credentialed reading professionals in the state of Connecticut.
The Developmental Literacy StrandThe Developmental Literacy Strand encompasses four courses:
RDG 520 RDG 565 RDG566 RDG 585
Since these four classes have no prerequisites, they can be taken in any order at the beginning of both the M.S. and Sixth Year Professional Diploma programs. The courses in the Developmental Literacy Strand are designed to provide students with foundational knowledge that will enable them to fully understand literacy development from early childhood through adolescence. Particular emphasis is placed on developing skill in designing and implementing quality reading and writing instruction across the grade levels. These courses may include an assignment where you go into a different school from the one in which you work.
Because of this, please note that an up-to-date background check (includes fingerprinting) is necessary for all candidates in the reading program. This background check is separate and distinct from that which you have already completed for employment in your school district; it is required by the SCSU School of Education. The background check is available through agencies such as ACES, CREC, LEARN, etc. A receipt of your background check should be submitted to Rosa Clough and will also be kept on file in the Office of Education Services.
The Diagnostic and Intervention/Remedial StrandThe Diagnostic and Intervention/Remedial Strand also consists of four courses:
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RDG 567 (prerequisites: RDG 520, RDG 565, RDG 566) RDG 568 (prerequisites: RDG 520, RDG 565, RDG 566, RDG 567; RDG
567 may be taken concurrently as a co-requisite with RDG 568) RDG 570 (prerequisites: RDG 520, RDG 565, RDG 566, RDG 567, RDG
568; RDG 568 may be taken concurrently as a co-requisite with RDG 570) RDG 659 (all courses below 659 with the exception of RDG 585 & RDG
649)
Prerequisites for these courses are among those in the developmental strand. Instructors for each class verify that students have the necessary prerequisites at the beginning of the semester. Since the courses in the reading program enable graduate students to build, cumulatively, the essential knowledge and skills to be successful in the field, we strongly urge that courses be taken in sequential order.
Courses in the Diagnostic and Intervention/Remediation strand must be taken in this exact order although RDG 567 and RDG 568 as well as RDG 568 and RDG 570 may be taken together with department permission. In this strand, students learn how to select, administer, and interpret various formal and informal tests related to reading and writing. Students develop an appreciation of how the assessment process informs instruction and how assessment data offers important insights into children’s reading and writing behaviors. Additionally, during this strand, students acquire the skills to remediate individuals’ reading and writing difficulties. Courses in this strand involve a supervised clinic and/or field work component where graduate students hone their testing and remediation skills.
Because of this, please note that up-to-date background check (includes fingerprinting) is necessary for all candidates in the reading program.
The Leadership StrandThe Leadership Strand consists of five courses in total. The number of courses taken in this strand depends upon whether students are pursuing a Master’s or Sixth Year.
Required coursework for the M.S. candidates includes:o RDG 649 (all courses below 659; or, may be taken concurrently as a
co-requisite with 659)o RDG 662* (RDG 659 and all courses below 659; capstone)
*KEEP YOUR WORK: RDG 662 requires that you develop a portfolio to
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demonstrate your own professional competencies as they relate to each standard from the International Literacy Association. It also provides you with an opportunity to reflect on your Graduate Reading Program experience and to market your professional skills to a potential employer based on selected materials. To that end, you will prepare a portfolio that documents the standards you have met on your way to reading certification and share your evidence (artifacts) of meeting these standards of professional excellence throughout the program.
Required coursework for the all Sixth Year Professional Diploma students includes:
o RDG 649 (all courses below 659; or, may be taken concurrently as a co-requisite with 659)
o RDG 662* - see above - (all courses below and including RDG 659)o RDG 665 (all courses below and including RDG 659; may be taken
concurrently with RDG 659 as a co-requisite)o RDG 672* (all courses below RDG 662)o RDG 676** (RDG 662 and all other courses except RDG 672 and
RDG 665; capstone)
*RDG 672 is only offered in the fall. ** RDG 676 is only offered in the spring. It will be important for you, with the help of an advisor, to plan accordingly.Prerequisites for these leadership courses are those within the developmental and diagnostic strands, and some courses within the leadership strand must be taken in a certain order. The main purpose of this strand is to prepare students to assume the role of literacy leader within their school so that they can best meet the needs of K-12 students and their teaching colleagues. By learning to thoughtfully conduct, interpret, and apply reading and language arts related research, students develop an understanding of their role as teacher-researcher. Students also acquire competencies necessary to coach other teachers toward greater fidelity in their implementation of high quality literacy instruction.
Organizing, participating, and presenting in the Southern Connecticut State University Annual Literacy Conference (usually the first Saturday in May and a program requirement for all MS/6th year students every year) is a highlight of this strand and capstone experience for Sixth Year candidates taking RDG 676.
Managing Prerequisites and Pairing Courses
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Most students in the graduate reading program attend SCSU part-time and generally take either one or two courses per semester. To accommodate students wishing to take two courses, the following pairing of courses has been established for both the M.S. and Sixth Year programs:
Option 1Masters Sixth YearRDG 520 & RDG 566 RDG 520 & RDG 566RDG 565 & RDG 567 RDG 565 & RDG 567RDG 568 & RDG 570 RDG 568 & RDG 570RDG 585 & RDG 659 RDG 585 & RDG 659RDG 649 & RDG 662 RDG 649 & RDG 662
RDG 672 & RDG 665RDG 676
Option 2Masters Sixth YearRDG 520 & RDG 566 RDG 520 & RDG 566RDG 565 & RDG 567 RDG 565 & RDG 567RDG 568 & RDG 570 RDG 568 & RDG 570RDG 649 & RDG 659 RDG 585 & RDG 659RDG 585 & RDG 662 RDG 649 & RDG 662
RDG 672 & RDG 665RDG 676
A full-time graduate student, however, takes three courses per semester. Schedules for full-time students are set up on a case-by-case basis and in a way that reflects the goals and learner outcomes embedded within the Graduate Reading program. One example of a full time schedule is provided below, but full time students must confer with their advisor to arrange a schedule.
Masters Sixth YearRDG 520, RDG 566, RDG 585 RDG 520, RDG 566, RDG 585RDG 567, RDG 568, RDG 570 RDG 567, RDG 568, RDG 570RDG 565, RDG 649, RDG 659 RDG 565, RDG 649, RDG 659RDG 662 RDG 662, RDG 665, RDG 672
RDG 676
Please note that any changes in state certification requirements will impact courses in the reading program, e.g. if an additional sixth year course is added to the
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current requirements. As changes are mandated, the department will make the appropriate adjustments to coursework in the reading program as necessary.
Finally, some courses (generally 3) are offered during the summer terms. Students may wish to enroll in these courses depending upon whether they meet prerequisites. Remember, summer enrollment may impact how you are able to schedule or pair courses during the regular academic year.
*Please see the appendix for copies of the planned program for the Masters of Science and the Sixth Year Professional Diploma.
SCSU Continuous Enrollment PolicySome students in the graduate reading program may be affected by the recently updated “continuous enrollment policy” at SCSU.
Continuous enrollment requires that every graduate student be enrolled in a course every spring and fall semester from the time of acceptance by the School of Graduate Studies until completion of all requirements for the graduate degree. Students who are not enrolled in a course during the semester in which they are completing work for a thesis, dissertation, practicum, internship, student teaching, or laboratory research must register and pay for IDS 900 (1 credit): Course Continuation. This course must be taken each spring and fall term until the work is completed. Students who must maintain their matriculation status while completing comprehensive exams or who wish to maintain their matriculation status while taking a leave of absence must register and pay for IDS 901 (0 credit): Continuous Enrollment. Graduate students who have completed all courses must remain continuing students until all degree requirements have been met. Graduate students pay a fee of $150.00 for each semester that they are enrolled in IDS 900 or IDS 901. Failure to register for an academic course, IDS 900, or IDS 901, will result in automatic withdrawal from the program. In extenuating circumstances, a student may petition for a waiver (available at http://www.southernct.edu/academics/graduate/currentstudents/forms.html) to the continuous enrollment policy.
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Assessment and TK20
All courses in the graduate reading program contain a major assessment that is specifically aligned with certain IRA standards. While all student work must meet rigorous standards, the major assignment for the course is evaluated according to a finely-tuned rubric designed for that specific task. Please see the sample rubric at the end of this handbook for a better understanding of scoring criteria and its relationship to IRA standards. In the majority of these courses, this major assessment is also uploaded to an electronic data-collection system, TK 20, at some point during the semester. Your instructor in the course will let you know whether the major assessment in the course needs to be uploaded to TK20.
TK20 is university-mandated for all students in the School of Education and allows us to gather important information about student performance. A particular benefit of TK20 to you is that it allows all candidates to maintain a digital portfolio of academic work that can be accessed as your professional needs dictate. TK20 accounts can be purchased online at https://southernct.tk20.com or through the SCSU bookstore. Please note that you may use your financial aid to purchase a Tk20 account at the SCSU bookstore.
TK20 Assessments (may be subject to change)
Strand 1: Developmental Literacy RDG 520: Emergent Literacy AssignmentRDG 565: Teaching for Explicit Comprehension, Vocabulary, & ResponseRDG 566: Classroom Environment Analysis
Strand 2: Diagnostic Assessment, Intervention/Remediation, Diversity
RDG 568: Diagnostic Case StudyRDG 649: Applied Diversity in LiteracyRDG 659: Planning and Implementing Intervention Project
Strand 3: Literacy Leadership RDG 662: Paraprofessional ProjectRDG 665: Action Research Project (6th Year students only)RDG 672: School-wide Literacy Intervention Plan (6th Year students only)RDG 676: Literacy Conference and Workshop Presentation (6th Year students only)
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SCSU Owls E-mail, ID, & Blackboard
Once you have registered for any course at SCSU, you should obtain a user name and password so that you can access both your Owls e-mail account and Blackboard. Officially, the university expects that all students, staff, and faculty use their SCSU e-mail for any communication related to your classes, program, or university business.
All SCSU students should have university identification (Hoot Loot card) which allows you access to a variety of university services including borrowing books and other materials from Buley Library. Obtaining your card is easy and takes only a few moments. The first card is issued at no cost at the University Card Office in the Wintergreen Building. You can also load money onto your Hoot Loot card to pay for printing at different locations throughout the university (e.g. computer labs), to buy coffee at university cafés, or purchase items in the bookstore.
Blackboard is an electronic platform that may be used in any class here at SCSU. Your professor can set up course content, tests, journals, wikis, and other communication tools using Blackboard. The same user name and password will allow you to access Owls e-mail, Blackboard, the databases at Buley Library, etc.
Questions regarding your user name and password can be addresses by the SCSU Help Desk at 203-392-5123.
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COMPREHENSIVE EXAM (M.S. students only)
All students pursuing a Master of Science in Reading are required to take a comprehensive exam (“comps”) during their last semester in the program. The exam is administered on campus at SCSU. Room # is announced each semester. Students must register for the comprehensive exam with the department secretary or their professor at the beginning of the semester in which they plan to take the comps. Registration Forms are also in the Special Education and Department Office.
In the fall semester, the exam is administered on the third Saturday in November; in the spring semester, the exam is administered on the first Saturday in April. The comprehensive exam lasts four hours, but students should be prepared to stay an additional 30-45 minutes in order to print out his/her exam.
Generally, the exam has 2-4 questions and students are allowed to bring in materials to reference during the exam. No on-line materials or access to the internet, however, is allowed. A faculty-led study session is scheduled for graduate students approximately 3-4 weeks prior to the exam. In order to be eligible for their MS in Reading, all students must earn a “P” (pass) or better on the comprehensive exam.
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Reading Specialist Test
The CT State Department of Education has adopted a new test (Pearson) for remedial reading teachers (102) and reading/language arts consultants (097) to replace the Foundations of Reading (FOR) test. The state notified us of this change on 1/16/15, and the new test goes into effect on February 1, 2015. This test assesses basic and more advanced knowledge specific to the reading development of children, instructional practices in reading, assessment and intervention/case studies, progress monitoring, adolescent literacy, needs of English Learners, and the application of reading research to school settings.
We fully expect that our students in the Graduate Reading Program will pass this test. However, students should take – ideally – most of their graduate reading courses in sequence so that they will have best chance of passing this test.
Registration for the test is through http://www.ct.nesinc.com (not SCSU) and the test sites are located throughout Connecticut. The cost of the Reading Specialist Test is currently $155.00.
Although additional (and fairly extensive) information on the Foundations of Reading Test can be found at: http://www.ct.nesinc.com/ (good for review), there is less available on the Reading Specialist Test (e.g. to date, there is not a complete practice test – only sample items). Because of this, we will schedule a study session with faculty each semester and provide you with some additional resources. Check with the department secretary, Rosa, for dates and times.
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CERTIFICATION IN READING
Currently, the state of Connecticut has two endorsements for reading: 102 and 097. Please note that all of our programs are certification programs. By virtue of completing your coursework you will have met all of the academic qualifications established by the state of Connecticut for obtaining either the 102 Remedial Reading and Language Arts Specialist certification (in the case of Master’s candidates) or both your 102 and 097 (Reading Consultant) certifications (in the case of Sixth Year Professional Diploma candidates). All candidates can apply for the 102 certification after completing the first eight courses in our program: RDG 520, RDG 565, RDG 566, RDG 585, RDG 567, RDG 568, RDG 570, and RDG 659. You must, however, complete all ten courses to receive an M.S. in Reading. Additional criteria for certification in reading include successful completion of the Foundations of Reading Test and teaching experience:
In order to obtain the 102 certification, you must have taught full-time in an accredited public school or approved school for a minimum of three years under your initial teaching certification (e.g. elementary education, special education, English, etc.).
To obtain your 097 certificate you need to teach under your 102 certificate for at least 10 months. This is in addition to the three years of initial teaching experience necessary for the 102. Applying for your 102 as soon as you are eligible may allow you to accrue the teaching experience in reading that is necessary for the 097 while completing the final the final courses necessary for the 097.
Students in the Master’s program can continue with the additional coursework necessary for the 097. The additional coursework, however, does not make you eligible for a sixth year professional diploma which, in most cases, is an additional 30 credits beyond a Masters.
Students who already have an MS in reading but do not have certification may take courses within our non-degree/certification option. To enroll in these classes, you will need permission from the Reading Graduate Coordinator.
Upon the successful, timely completion of an approved planned program (including passing the Comprehensive Exam for the M.S. program), candidates may be recommended for Connecticut Initial Teacher Certification as a Remedial Reading / Remedial Language Arts Teacher (102) or as a Reading and Language Arts Consultant (097). When applying for either the 102 or 097 Certificate, contact Mr. Kenneth Bungert at 203.392.6295 (Davis 103D) or at
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[email protected] in order to obtain the appropriate paperwork. Once the paperwork has been completed and filed by the graduate student, it is reviewed by the Graduate Reading Program Coordinator, School of Education personnel, and then forwarded to the State of Connecticut Department of Education for final processing and issuance of the teaching certification.
Specific questions regarding certification are best addressed through the Connecticut State Department of Education (CSDE) Certification Office at http://www.sde.ct.gov or by calling 860-713-6969. Certification representatives are available from noon to 4 PM on Monday, Tuesday, Thursday, and Friday (excluding holidays).
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APPLYING FOR GRADUATION
Applying for graduation from SCSU and applying for certification as a reading specialist/reading consultant are two separate, official, and distinct steps.
To receive your graduate degree from Southern Connecticut State University, you must submit a degree application form to the Registrar’s Office. When you apply for graduation, you can also sign up to walk in the commencement ceremony. These are lovely and we encourage you to participate in the celebration of your advanced degree – a significant accomplishment! These forms are available and submitted on-line. Generally, d egree application deadlines are in the first week of semester in which you will graduate. It is your responsibility to check the registrar’s office website regularly to see when graduation applications are due.
Go to http://www.southernct.edu/registrar/applyforagraduatedegree/ for additional information.
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Cohorts
By definition, a cohort refers to a group of people sharing a common characteristic; in this case, the common characteristic is enrollment in a “fast-track” graduate reading program. Cohort sites may be on campus, at a district school, or, occasionally, at other sites working with Southern Connecticut State University. Cohorts run depending upon student interest and enrollments. In general, cohort classes meet on most Saturdays from 8 AM – 5 PM. Currently, all Graduate Reading Cohorts are based at SCSU and meet in Davis Hall.
What students must remember about courses in a cohort is that they are not “sections” of a class. A student begins and ends their program at one site. Although cohorts close to additional enrollment once the first set of classes starts, we do allow some students (non-degree) to join a cohort if they are taking the additional courses just for certification, to meet state requirements that were not previously addressed in another graduate reading program, or have extenuating personal circumstances. Students who find themselves in this situation must receive permission from the Reading Coordinator before enrolling in a class offered through a cohort. It is also necessary for these students to apply to the SCSU Graduate School as Non-Degree/Certification only candidates.
Participating in the cohort allows students an alternative to a traditional course of part-time study for an advanced degree. In addition, students in the cohort save money because they are able to enroll as full time students in some semesters. For example, estimated savings for students in the MS program were over $2000.00 for the 2011-2012 academic year and estimated savings for students in the Sixth Year program were nearly $4000.00 in the same year.
2015-2016 Program Overview Fast track Meets on Saturdays, two courses every week, AM & PM sessions
o AM session meets 8 AM -12:30 PM approximatelyo PM session meets 12:30 PM - 5 PM approximately
Masters Degree & 102 certification (Reading Specialist): 18 months Sixth Year Professional Diploma & 097 (Reading Consultant): 24 months Full-time
o 37.5 contact hours are required for each 3 credit courseo Due to the intensity of an accelerated schedule, students who miss a
class must make up the content with a substantial research-based
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assignment equal to missed class time. Students who are absent for two classes will complete a substantial research-based assignment for each class missed and may also receive a lower final grade for the course. These assignments are arranged individually by the professor teaching the class.
General requirements pertaining to education/certification, such as background checks and fingerprinting, are the same for students in the cohort. Although you may already have fingerprints on record for your district, SCSU also requires fingerprints for any student enrolled in a School of Education program.
Contacts for the Cohorts Ms. Rosa Clough, Department Secretary, 203-392-6400
[email protected] Prof. Regine Randall, Graduate Reading Coordinator, 203-392-7168
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IRA/NCATE STANDARDS
The Graduate Reading Program at Southern Connecticut State University is committed to providing students with an experience that reflects best practice in the field of literacy education as expressed in the standards put forth by the International Reading Association (IRA) and the National Council for Accreditation of Teacher Education (NCATE). These standards have been incorporated into the organizational framework of the Graduate Reading Program within the School of Education at Southern Connecticut State University. Both the IRA and NCATE standards represent what the School of Education and the Department of Special Education and Reading believe to be key components of professionalism.
In the Graduate Reading Program these components are related in important ways to the characteristics we wish to foster in literacy professionals. The components are closely related to competencies in both the Connecticut Common Core of Teaching (CCCT) and the International Reading Association’s Standards for Teachers of Reading and Language Arts.
In the Graduate Reading Program, you will find that every course syllabus contains objectives you are expected to develop within that course, and that these objectives are cross-referenced with NCATE and IRA standards. These objectives and competencies should serve as a road map in your professional development within the program.
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IRA PROFESSIONAL STANDARDS 2010
STANDARD 1: FOUNDATIONAL KNOWLEDGECandidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
Element 1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
Element 1.2: Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
Element 1.3: Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
STANDARD 2: CURRICULUM AND INSTRUCTIONCandidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
Element 2.1: Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
Element 2.2: Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
Element 2.3: Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
STANDARD 3: ASSESSMENT AND EVALUATIONCandidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
Element 3.1: Candidates understand types of assessments and their purposes, strengths, and limitations.
Element 3.2: Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
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Element 3.3: Candidates use assessment information to plan and evaluate instruction.
Element 3.4: Candidates communicate assessment results and implications to a variety of audiences.
STANDARD 4: DIVERSITYCandidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.
Element 4.1: Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
Element 4.2: Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
Element 4.3: Candidates develop and implement strategies to advocate for equity.
STANDARD 5: LITERATE ENVIRONMENTCandidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Element 5.1: Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
Element 5.2: Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
Element 5.3: Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
Element 5.4: Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
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STANDARD 6: PROFESSIONAL LEARNING AND LEADERSHIPCandidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
Element 6.1: Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
Element 6.2: Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
Element 6.3: Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
Element 6.4: Candidates understand and influence local, state, or national policy decisions.
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OTHER HELPFUL INFORMATION
Registering for CoursesOur courses fill quickly. In order to avoid disappointment, you will probably want to register on-line---as soon as possible on the day registration opens. Please know that the computer will not let you register if you have not submitted the required health records or if you have any outstanding fees to the University. You should check these matters BEFORE you attempt to register. Some courses require permission which can be obtained through the department office. We will not over-enroll our courses as this is counterproductive to both quality teaching and quality learning. Also, be sure that you have completed all prerequisites for a class before you enroll. Please note that it is the student’s responsibility to take courses in the correct sequence. This information is checked on the first night of class, and students who have not completed the required prerequisites will be asked to withdraw from the class. Information about prerequisites can be found on the Planned Program form and your advisor can help you plan your schedule.
Attendance and Grading PoliciesUnless otherwise noted, one class absence is permitted in each course per semester. If more than one class is missed, the instructor may request an additional assignment, a final exam, or the final course grade may drop.
We hold students to high academic standards and believe that a grade of “A” on an assignment represents truly superior work. Please note that written language ability (quality, clarity, accuracy) is included within the criteria for all assignments. If you would like support in this area, you may contact the Writing Center at SCSU (See phone number below under On-Campus Resources).
Literacy ConferenceAs part of the continuing professional participation that is required of all students within the Graduate Reading Program, we require that you attend one on-campus literacy conference per academic year sponsored by students in RDG 676. This conference is generally held on a Saturday in the late spring and is approximately a half-day. Students who do not attend this conference will need to contact their adviser about an alternate assignment.
Summer, Evening, and Saturday CoursesThere are always some courses offered during summer sessions (including the practicum, RDG 659). However, you cannot count on taking the majority of your
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courses during the summer. Most courses are offered at either 5:00 or 7:30 one evening per week, Monday through Thursday. Occasionally, other courses such as RDG 570, RDG 662, or RDG 585 may be offered on a Saturday.
Parking According to university policy, all vehicles operated or parked on campus at any time must properly display an SCSU parking decal. Vehicle owners and operators must register their vehicles at the University Police Department. Students seeking a decal must present a current and VALID STUDENT ID card (Hoot Loot card). Students must know the make, model, year, color and license plate of their vehicle. The most convenient parking for graduate students in the reading program is in the Fitch St. Garage (in front of Davis Hall) as well as in the lot immediately next to Davis Hall. All students should obtain a parking pass from the University Police.
Course Rotation and Course LoadMost students take one or two courses at a time as the work is demanding and classes generally follow a full day of teaching. All courses in the Master’s Program are offered during both fall and spring semesters, and some are offered during the summer. Currently, there are no reading courses taught during the intersession between semesters. At the Sixth Year level, RDG 672 is typically offered only in the fall, and RDG 676 is just a spring course.
Attitudes and DispositionsWe are proud not only of the high level of scholarship of students in the Graduate Reading Program, but the degree of integrity and professionalism you bring to your work here at Southern. To that end, please become familiar with the School of Education Conceptual Framework, CALL. Faculty members in the program are equally committed to maintaining the same rigorous standards. We view ourselves as a professional learning community and value your voice as members of our community. If we have concerns about your academic work or any other aspect of your involvement in your program, we will ask to speak with you in a meeting outside of class to discuss it.
Likewise, if you have a concern we want to hear from you. You may set up a meeting with your course instructor, your advisor, or the Graduate Reading Program Coordinator. We can’t guarantee you will always get exactly what you want, but we do promise to listen and to provide a thoughtful rationale for whatever is problematic. There is a formal grievance procedure if you wish to take
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the concern to the department level. In that case, see one of the secretaries in the Special Education/Reading office to obtain a Departmental Grievance Form.
On-campus resources for Graduate Reading Program Students Bursar’s Office, Wintergreen Building, 203.392.6140Disability Resource Center, Engleman Hall, room C016, 203.392.6828Financial Aid, Wintergreen Building, 203.392.5222Graduate Reading Program, Davis Hall, room 212, 203.392.6400Learning Resources Center, Buley Library, room 305, 203.392.5713Library Services, Buley Library, room 222, 203.392.5743Registrar, Wintergreen Building, 203.392.5029School of Graduate Studies, Engleman Hall, room 118, 203.5240Student Supportive Services, Wintergreen Building, 203.392.6810University Counseling, Engleman Hall, room C200, 203.392.5475Writing Center, Engleman Hall, 203.392.6824
DISABILITY STATEMENT:If you are a graduate student in need of accommodations in order to meet the requirements of Graduate Reading Program coursework, due to a bona fide disability, you are encouraged to contact the Disability Resource Center (203.392.6828), located in Engleman Hall, room C016, to obtain the necessary documentation. Once the appropriate documentation has been acquired, present your instructor(s) with a copy(ies) of the paperwork (usually before the third class meeting) and discuss any needs that you may have with her or him.
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(Appendix 1) ASSIGNMENT RUBRIC FOR ASSESSMENT #4: DIAGNOSTIC PORTFOLIO
Southern Connecticut State UniversityGraduate Reading Program
Student: ______________________________ Program: ________________ Date: ____________________Course: __________________________________________ Instructor: _____________________________
RDG 568: Diagnostic PortfolioAssessment of internship, practicum, or other clinical experience
Element IRA Standard
Unacceptable (1) Acceptable (2) Target (3)
1. Understand types of assessments and their purposes, strengths, and limitations.
3.1
2. Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.2
3. Use assessment information to plan and evaluate instruction.
3.3
3A. Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention.
3.3
4. Communicate assessment results and implications to a variety of audiences.
3.4
4A. Analyze and report assessment results to a variety of appropriate audiences, including parents, for relevant implications, instructional purposes, and accountability.
3.4
4B. Facilitate teachers in using individual assessment data to make instructional decisions for this student.
3.4
4C. Provide assistance to the classroom teacher in differentiating instruction and instructional materials including traditional print, digital, and online resources that capitalize on diversity.
4.2
5. Describe strategies to support equity in assessment for culturally and linguistically diverse students
4.3
6. Writing quality—use of English language conventions including spelling, error free
Scoring guide:
1. Score x 3 = __________ 4. Score x 3 = __________ 5. Score x 1 = __________
2. Score x 3 = __________ 4A. Score x 1 = __________ 6. Score x 3 = __________
3. Score x 2 = __________ 4B. Score x 1 = __________
3A. Score x 2 = __________ 4C. Score x 1 = __________ Total score = __________
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_____Target 60-56=A_____Acceptable 55-54=A- 53-51=B+ 50-48=B _____Unacceptable 47-45=B- 45-44=C+ 43-42=C below 42 = F
Assignment Grade = _____
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EXPLANATION OF ASSIGNMENT RUBRIC FOR DIAGNOSTIC PORTFOLIORDG 568: Diagnostic Portfolio (Assessment #4)
Assessment of internship, practicum, or other clinical experience
RDG 568: Diagnostic PortfolioAssessment of internship, practicum, or other clinical experience
Element IRA Standard
Unacceptable (1) Acceptable (2) Target (3)
1. Understand types of assessments and their purposes, strengths, and limitations.
3.1 Inadequate knowledge of measures to assess different types of reading skills; unable to identify how to use assessments to better understand student’s needs
Developing knowledge of measures to assess different types of reading skills; able to identify how to use a variety of assessments to better understand student’s needs
Well-developed knowledge of multiple measures to assess different types of reading skills; able to identify how to effectively use multiple assessments to better understand student’s needs
2. Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.2 Uses a limited range of assessments or selects inappropriate assessments; makes errors in administration and/or scoring of assessments; interpretation is sometimes superficial or inaccurate; selected assessments do not provide specific information on different components of skilled reading
Uses a variety of appropriate assessments; follows test guidelines to correctly administer and score assessments; interpretation is accurate but sometimes over-generalized; selected assessments provide some specific information on different components of skilled reading
Uses the most relevant assessments; follows test guidelines to correctly administer and score assessments; interpretation is accurate and specific; selected assessments provide essential information on different components of skilled reading
3. Use assessment information to plan and evaluate instruction.
3.3 Assessment information is incomplete; does not provide clear information for setting reading goals and/or evaluating the effectiveness of instruction/intervention; instructional strategies and materials are not well matched to student’s needs.
Assessment information is complete; provides clear information for setting reading goals and/or evaluating the effectiveness of instruction/intervention; instructional strategies and materials are matched to student’s needs.
Assessment information is complete and detailed; provides clear and comprehensive information for setting reading goals and evaluating the effectiveness of instruction/intervention; instructional strategies and materials are well matched to student’s needs.
3A. Use multiple data sources to analyze individual readers’ performance and to plan instruction and intervention.
3.3 Few sources of data; insufficient information to analyze individual reading performance; data does not inform instruction or intervention
Adequate sources of data; information is sufficient to analyze most aspects of individual reading performance; data informs instruction or intervention
Multiple sources of data; breadth of information allows for a fully detailed and nuanced analysis individual reading performance; data clearly informs instruction and/or intervention
4. Candidates communicate assessment results and implications to a variety of audiences.
3.4 Presentation lacks clarity and/or professionalism; little awareness of how to differentiate presentation based on audience
Presentation is clear and professional; can differentiate some parts of presentation based on audience.
Presentation is clear, articulate, and very professional; able to differentiate presentation based on audience.
4A. Analyze and report 3.4 Analysis is incomplete or Analysis is supported by Analysis is well-supported
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assessment results to a variety of appropriate audiences, including parents, for relevant implications, instructional purposes, and accountability.
unsupported by assessment data; limited discussion of implications for instruction in report; few suggestions are provided for home follow-up.
assessment data; discusses some implications for instruction in report; provides some general suggestions for home follow-up.
by assessment data; discusses implications for instruction across a variety of contexts in report; provides multiple and engaging suggestions for home follow-up.
4B. Facilitate teachers in using individual assessment data to make instructional decisions for this student.
3.4 Presentation lacks professionalism; does not support and/or direct classroom teachers in using assessment data to inform instruction for student; does not provide suggestions for additional assessments to monitor student progress.
Presentation is professional; provides some support and/or direction in helping classroom teachers use assessment data to inform instruction for student; provides some suggestions for additional assessments to monitor student progress.
Presentation is professional; provides direct and clear support in how classroom teachers can use assessment data to inform instruction for student; provides suggestions for additional assessments, as well as guidance in their administration, to monitor student progress.
4C. Provide assistance to the classroom teacher in differentiating instruction and instructional materials, including traditional print, digital, and online resources that capitalize on diversity.
4.2 Presentation includes no suggestions for instructional practices that meet the needs of diverse learners; does not identify high quality print, digital, and/or on-line materials that reflect diversity and can be used to differentiate instruction.
Presentation includes general suggestions for instructional practices to meet the needs of diverse learners; suggests some high quality print, digital, and/or on-line materials that reflect diversity and can be used to differentiate instruction.
Presentation includes specific suggestions for instructional practices to meet the needs of diverse learners; knowledgeable about high quality print, digital, and/or on-line materials that reflect diversity and how they can be best used to differentiate instruction for different groups.
5. Describe strategies to support equity in assessment for culturally and linguistically diverse students
4.3 Reflection does not address issues that impact equity in assessment for diverse learners.
Reflection contains discussion of some issues that impact equity in assessment for diverse learners.
Reflection is characterized by informed and in-depth discussion of a variety of issues that impact equity in assessment.
6. Writing quality—use of English language conventions including spelling, error free
Poor control of language necessary to convey meaning; awkward sentence construction and phrasing; use of jargon; frequent grammatical, spelling, and punctuation errors; little attention to producing a report of professional quality
Adequate control of language necessary to convey meaning; generally good sentence construction and phrasing; limited use of jargon; few grammatical, spelling, and punctuation errors; attention to producing a report of professional quality
Excellent control of language necessary to convey meaning; good sentence construction and phrasing; no jargon; report is free of grammatical, spelling, and punctuation errors; attention to producing a report of professional quality
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