Principles of corrective reading instruction, diagnostic instruments and procedures, strategies, and materials for correcting reading difficulties will be covered. Proficiency in prescribing corrective instructional plans and activities will be developed. In addition, students will participate in a field-based practicum experience working with struggling readers. During this experience, assessment, data-based intervention/instructional design, record keeping, and reflective practices are emphasized. Students will conduct appropriate assessments, prescribe and implement reading interventions, and complete parent/teacher reports. Field experience hours required.

Students will participate in a supervised experience in a school or other qualified educational setting which provides practical application of theory, practice, and experience. Credit requirements will be determined based upon the current Wisconsin teaching license(s) issued to student. Prerequisite: 613 and 614. May be repeated for credit.

This course addresses the promotion of Active Student Participation which is highly correlated to student learning. Research information shows that a minimum of 20% of student learning is based on active participation. Students will be taught to share this information with colleagues.

Understanding the roles of leadership in literary instruction will be the core focus of this course. This course will emphasize specific literacy leadership skills for K-12 reading programs. Participants will develop an understanding of leadership in professional development and program development, development of communication skills, and collaboration with stakeholders. Prerequisite: 590.

Disciplinary literacies are explored using dimensions of academic language. Through a sociocultural perspective on literacy, students will develop the knowledge and expertise necessary to teach K-12 learners to negotiate and interpret complex texts and other multimodal forms of linguistic expression and representation that are associated with distinct disciplines. A variety of research-based strategies and practices for effective instruction in disciplinary literacies are reviewed and studied. Specific focus is on designing and delivering authentic instruction across the curriculum and for selecting materials appropriate for diverse learners at various stages of language and literacy development.

This course embodies two discipline principles articulated in four areas: philosophy of human behavior, proven prevention factors, behavior change, school-wide and classroom response to disruptive behavior.

In this course, students will be introduced to exceptional learners, and investigate instructional practices that can be used in general education classrooms to improve outcomes for students with and without disabilities. The course will focus on educating students in the least restrictive environment (LRE), and will learn to utilize differentiated instruction to meet the needs of all students. Models of co-teaching will be examined, as well as cooperative learning, heterogeneous grouping, multicultural education, social skills training, and technology applications.

In this methods course, students will plan instruction for learners with disabilities. Course content will include assessment, instruction and instructional design, and establishment and maintenance of case records. Students will use assessment data to design goals and objectives in the development of the Individualized Education Plan (IEP). Students will adapt curriculum and instruction to accommodate diverse student needs. Prerequisites: 613, 614

This course examines strategies and educational components that create a learning environment to address the complex needs of adolescent students. It includes specific methodologies and material pertaining to the basic functions of middle level education including: integration, exploration, guidance, differentiation, socialization, and articulation. It investigates recent research and practical applications.

The process of creating an Individual Education Plan (IEP) for a student is the foundation for compliance with IDEA. A well-written IEP utilizes a team of individuals to address the students needs and write appropriate goals that can help to meet those needs. This class includes assessment practices, cultural and linguistic differences, individual motivation differences, and instructional arrangements to accommodate learning differences. Students will use a case-study approach to align assessment, curriculum, and instructional strategies, and will learn to balance the students need for access to inclusive settings, and the students need for specialized curriculum. Prerequisite: 613.