Fitchburg State UniversityEDUCATOR ProgramsComprehensive Syllabus

Semester: Fall Year: 2020Course Prefix and Number: TBD

Course title Literacy and CVI: Phases II and III / 2 Credit hoursOnline asynchronous

Number of Classes: 5 sessions over 5 weeks Number of Contact Hours 25

I nstructor: Judy Endicott, M.Ed.Telephone: 215.740.1027E-mail: jgend@comcast.net

A. COURSE DESCRIPTION: This course is designed for participants who have a foundational knowledge of Cortical VisualImpairment (CVI) and a familiarity with The CVI Range. Participants will gain an understanding of the core components of effective literacy programs and the research supporting methods and strategies in each core area. Using the CVI Range information, participants will learn how a CVI overlay is created to provide visual access and support literacy achievement for students in late Phase II through Phase III. Parents, teachers of all specialties, and para-educators will add to their knowledge of literacyand what needs to be considered when participating in team decisions about planning and implementing literacy programs for CVI learners.

B. TEXTS : Roman Lantzy, C. A. (2019). Cortical Visual Impairment: Advanced Principles. New York, N.Y. The American Foundation for the Blin

C. Fitchburg State University Teacher Preparation Programs. (2012).  Conceptual framework.  Fitchburg, MA: Author. [Online] Available: http://www.fitchburgstate.edu/offices/academic-offices/education-unit/conceptual-framework/

Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum frameworks. Malden, MA: Author. [Online] Available: http://www.doe.mass.edu/frameworks/current.html

Fitchburg State University Teacher Education Conceptual Framework

LEARNING OUTCOMES / OBJECTIVES:

This course will address the dispositions of the Conceptual Framework in the following way(s):

Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:

• the components of effective literacy programs.• the five research supported core areas of reading instruction.• research based effective methods and strategies in phonological awareness, phonics,

comprehension, vocabulary, and fluency. • how complexity impacts literacy and how salient features, comparative thought and mediated

learning are essential parts of literacy instruction for Cortical Visual Impairment (CVI) learners.

Skill: As a result of the learning experiences in the course, you will become better able to:

• compare and contrast literacy implications for blind or low vision students and those for CVI students.• explain how to use The CVI Range to create a CVI overlay for individuals in late Phase II through

Phase III.• design a student record sheet for individuals with CVI. • evaluate interventions and design learning experiences for each core area of reading instruction.

Caring: As a result of the learning experiences in the course, you will become more competent in your ability to:

• create and share a presentation about CVI with parents and professionals.• assess the appropriateness of literacy materials for individuals with CVI.• ensure the use of visually accessible materials and activities for a CVI learner.

Ethical: As a result of the learning experiences in the course, you will become more competent in your ability to:

• provide reliable and knowledgeable information about CVI to parents and staffs.• work with teams to design appropriate CVI assessments, modifications and interventions grounded in

understanding of CVI functional vision information.• provide school teams knowledgeable input with regards to appropriate literacy accommodations of

tasks and environments.

INSTRUCTIONAL STRATEGIES

x _ Lecture Data Collection and Analysisx Discussion/Questioning Pre-Practicum Laboratory Role Playing/Simulationx Problem Finding/Solving x Independent Learning Discovery Field Trips Interviewing Computer Applications Collaborative Learning Groups x Viewing or Listening to Followed by x Reflective Responses Discussing x Creating Visual Illustrations of Concepts Other______________

Technology Initiatives : Users of the Fitchburg State University technology systems are subject to all applicable federal, state, and international technology laws. Questions regarding regulations may be directed to the Office of Information Technology.

Candidates will utilize technology as:· access to the course materials· a communication method · a research method

COURSE REQUIREMENTS:

Webquest: There will be one webquest assignment. Each participant is required to provide awell-written response following an investigation of literacy programs. Participants should support responses with information from readings and lecture.

Web quest Rubric – 3 points

3 points 2 points 0 points

Completeinformation researched and documented.

Max pts: 1

Incomplete information researched and documented.

Max pts: 1

Responses do not include any researchedinformation.

Quality and completeness of response.Max pts: 2

Incomplete or minimal response.Max: 1 points

No response.

Discussion Forums: There will be a discussion forum assignment in each of the 5 sessions. Each participant is required to contribute to each forum using information and knowledge gathered from the class lecture, assigned reading, website visits, etc. Participation in the discussion forums is critical for maximizing your learning experiences in this course. You are required to be part of an online community who interact, through discussion to enhance and support the professional development of the group. Part of the assessment criteria for the course includes assessing the quality and quantity of your participation in the discussion forum.

Some characteristics that are considered to be part of excellent discussion contributions are outlined below.

· A minimum of two posts is required. You should submit your initial post early in the session, and your subsequent responses to the posts of other participants at timely intervals within the duration of the session. Keep in mind that the goal is to have a dynamic discussion that lasts throughout the entire session.

· Your posts and responses should be thorough and thoughtful. Just posting an “I agree” or “Good ideas” will not be considered adequate. Support your statements with examples, experiences, or references. You are, however, encouraged to be brief – keep each post and response to one or two short paragraphs. Keep in mind that your fellow participants will be reading and responding to you, too.

· Make certain to address the discussion prompt(s). This does not mean you should not extend the topic, but do not stray from the topic.

· Discussions occur when there is dialogue. Build upon the posts and responses of other learners to create discussion threads. Make sure you revisit the discussion forum and respond (if necessary) to what other participants have posted to your initial responses.

· When relevant, add to the discussion by including prior knowledge, work experiences, references, web sites, resources, etc. (giving credit when appropriate).

· Your contributions to the discussions should be complete and free of grammatical or structural errors.

Discussion Forum Rubric, Weeks 1-5

5 points 3 points 0 points

Incorporation of and reference to the readings in discussion post.Max pts: 3

Minimal references to the readings in discussion post.

Max pts: 2

No response or responses do not include any reference to the readings for the week.

A minimum of two responses to peers are posted.Max pts: 2

Only one response to peer is posted.

Max pts: 1

No responses are posted.

Assignments: There will be a total of 12 assignments. Each participant is required to provide a complete response to the assignments. Participants should support their responses with information from readings and lectures.

Assignment Rubrics for Task and Environment Balance Form and K-W-L chart

6 points 3 points 0 points

Recording of all requested information

Max pts: 4

Recording ofpartial information requested

Max pts: 3

Responses do not include the recording of any requested information.

Quality and completeness of responseMax pts: 2

Minimal response recorded

Max: 2 points

No response.

CVI Staff Presentation Assignment Rubric

6 points 3 points 0 points

Incorporation of and reference to the readings and lectures. Recording of all requested information in the presentation

Max pts: 4

Partial incorporation of and reference to the readings and lectures. Recording of partial information requested.Max pts: 3

Responses do not include the recording of any requested information.

Quality and completeness of responseMax pts: 2

Incomplete or minimal informationMax: 2 points

No response.

Assignment Rubric for Student Activity

6 points 3 points 0 points

Complete and appropriate application of information from lectures and readings.

Incomplete or inaccurate application of information from lectures and readings.

Responses do not include any reference to the readings or lecture for the week.

Max pts: 4Max pts: 2

Completion of all parts of assignment.

Max pts: 2

Incomplete assignment

Max pts: 1

No responses are posted.

Student Profile Form Rubrics

6 points 3 points 0 points

Recording of complete CVI Range information

Max pts: 3

Recording ofpartial CVI Range information

Max pts: 1

Responses do not include the recording of any requested information.

Recording of a minimum of 4 additions

Max pts: 2

Recording of two or less additions

Max pts: 1

No response.

Quality and completeness of responseMax pts:1

Minimal response recorded

Max: 1 point

No response.

D. EVALUATION OR GRADING POLICY:

Course Evaluation SummaryMethod Points each Total points

web quest 3 3

Discussion forum 5 25

Weeks 1-5

AssignmentsWeeks 1-5

6 72

TOTAL 100

FITCHBURG STATE UNIVERSITY GRADUATE GRADING SYSTEM

4.0 95 - 100 A3.7 92 - 94 A-3.5 89 - 91 A-/B+3.3 86 - 88 B+3.0 83 - 85 B2.7 80 - 82 B-2.5 77 - 79 B-/C+2.3 74 - 76 C+2.0 71 - 73 C0.0 0 - 70 FW WithdrawnIN IncompleteIP In-Progress

E. COURSE CONTENT/TOPICAL OUTLINE Week 1Literacy for CVI learners will be different than it is for typical learners. In this session, we will explore the essential components of effective reading programs and some prominent terms used in the field of literacy. Included will be a small sample of different commercially available reading programs. Participants will investigate the literacy program(s) used with their case study students.

Objectives:Upon completion of this session, the participant will be able to:• identify the five research supported core areas of reading instruction.• describe types of commercial literacy programs available and the different types of texts used for

instruction.• identify components of good literacy programs.

Reading:Roman-Lantzy. (2019) Cortical Visual Impairment Advanced Principles -Foreword and Introduction

pcvis.vision CVI and Learning: Phase II CVI CVI and Learning: Phase III CVI

Schwartz, Sarah and Sparks,Sarah D. (2019) How do Kids Learn How to Read? What Science Says. Education Week.retrieved from http://www.edweek.org/ew/issues/how-do-kids-learn-to-read.html

9 Components of Effective, Research Supported Reading Instructionhttps://www.readingrockets.org/article/9-components-effective-research-supported-reading-instruction

Assignments:There are two required assignments this week.#1. Pick a student who is in Phase III or late Phase II. This will be your case study student for this class. Fill in the top of the Student Profile Form handout with the information you have about your case study student. Then you are to find out what core and supplemental literacy programs the student will be participating in. Research details about the program(s). How is the program described? How is instruction delivered? What supplemental program is used for students who are struggling? Add the program names to the Student Profile Form. Save this. Also, write a paragraph answering the above questions about the program information you gathered. Submit both your form and your paragraph.

If you do not have access to the core and supplemental program information for your case study student, you are to research the core and supplemental programs used in one of your assigned schools and complete the assignment as explained above. Fill out as much as you can on the Student Profile Form.

If you are a family member of a late Phase II or Phase III student, you are to collect this information from your family member’s school.

#2. To activate your background knowledge about CVI literacy, please fill out the K (What I Know), and the W (What I Want to Know) about CVI literacy on the KWL chart handout. Include in the K column the CVI books you have read and any webinars, seminars and classes about CVI you have taken. List 4 or 5 phrases identifying (K), what you know about Cortical Visual Impairment, and (W), what you want to learn in this course. Save and submit your KWL form.

In week 5, you will return to the third column, L (What I Learned), on this K-W-L chart.

Discussion:You have read, How do Kids Learn How to Read, What the Science Says.” What part of reading instruction do you think will be most problematic for a late Phase II or Phase III student and why do you think so?

Week 2This week, we’ll begin by comparing literacy implications for braille programs with those of Cortical Visual Impairment. Participants will learn components that should be considered and included in literacy programs for CVI learners. After reviewing the information that The CVI Range provides, participants will learn how this information is used to create an individual’s CVI overlay. Samples of a modified trade book will illustrate the CVI overlay.

Objectives:Upon completion of this session, the participant will be able to:• explain the basic differences between literacy implications for blind or low vision students and

those for CVI students.• explain how to use The CVI Range to create a CVI overlay. • identify the ten CVI visual and behavioral characteristics common to CVI individuals and give

examples of modifications that would be part of the CVI overlay (with the exclusion of modification for atypical visual reflexes).• identify the prerequisite skills needed to begin using symbols when instructing CVI learners.

Reading:Chapter 1 Cortical Visual Impairment Advanced PrinciplesChapter 2 Cortical Visual Impairment Advanced Principles Roman on CVI, YouTube - CVI Range

Assignments:There are two required assignments this week.

#3 - CVI Staff Presentation, part 1 You are to present a 30 minute staff presentation about Cortical Visual Impairment. The media for this presentation is your choice. Please base your decision on what will best meet the needs of your audience, and be the most effective way to impart this information.

Part 1 of the CVI Staff Presentation will be due this week. You will add to this throughout the course.This week’s assignment: When you submit your assignment, please identify your audience (type of school, grade levels, who will attend), your media and the reason for your choice.

Your CVI staff presentation work for this week should appear in its presentation form. You will then continue to add to this format in weeks 3, 4, and 5. If you decide to reference your case study CVI student, please do not use the student’s name.

Decide what information from Cortical Visual Impairment Advanced Principles, chapters 1 & 2 you are going to include in your staff presentation. Make sure you include a definition of Cortical Visual Impairment, information about The CVI Range, a description of 10 the characteristics for a late Phase II or a Phase III learner, and how this information is used to create a CVI overlay. What else do you think is important to include? Please include your additions. #4 Additions to the Student Profile FormIn week one, you chose your case study student. This week you are to add to the information on the Student Profile Form handout you saved. Add to this form your case study student’s CVI Range information. Include the student’s current Phase, list the characteristics and next to each characteristic add a brief description of the characteristic. Include recommended modifications or interventions from the report. (Exclude the characteristic of atypical visual reflexes.)

If you do not have access to this information or there is no CVI Range information on your case study student, you are to complete this form for a hypothetical student in Phase III. Use information from Chapters 1 and 2 in Advanced Principles and class lecture information and follow the directions above.

Discussion:“Vision fluctuates from day to day with CVI learners.” If you haven’t heard this already, most likely you will. Explain why this is inaccurate. Give at lease two examples to support your reasons.

Week 3During this session, the impact of task and environment complexity on literacy for individuals with Cortical Visual Impairment will be examined. Using information about a case study student, participants will document the impact of task and environment complexity for different instructional tasks and settings in the student’s school day. Participants will learn how in-depth understanding of instruction in salient features and comparative thought creates optimal literacy conditions when delivered using mediated learning for essential, meaningful content.

Objectives: Upon completion of this session, the participant will be able to:• explain how complexity impacts literacy. • demonstrate how task and environmental complexity can be evaluated and documented so the school

team understands why they must be balanced.• convey key points of complexity and the CVI core instruction components of salient features,

comparative thought, and mediated learning.• explain the importance of understanding different types of 2D images as this relates to learners

with CVI.

Reading:Chapter 4, The ‘What’s the Complexity?’ Framework by Matt Tietjen in Cortical Visual Impairment, Advanced Principles

Roman on CVI, Episode 4 - Digging Deeper into the CVI Characteristicshttps://www.youtube.com/watch?v=kChzaAq089Y&list=UUx6owlBfWYCWd6SQc37wfwQ&index=15

Roman on CVI, Episode 5 - Digging Deeper: Comparative Thoughthttps://www.youtube.com/watch?v=cKm9xUTeD1g

What Do You See? webinar by Matt Tietjen on Perkins e-learning, June 2020

Sunflower House Under Construction, a story with CVI modifications by M. Tietjenhttps://drive.google.com/drive/folders/1r0GxON7PEjqDilszbOGG-YcEX1QUXhh9?usp=sharing

Assignments:#5. additions to CVI Staff PresentationThis week you are to add to your 30 minute CVI Staff Presentation. Add information about complexity, salient features, comparative thought and mediated learning so the staff has a clear understanding of the

importance of each core instructional strategy. Make sure you include in your presentation how teaching a CVI student will be different from a typical learner.

#6 Task and Environment Balance Form Follow the directions for the Task Bank (Chapter 4, Cortical Visual Impairment Advanced Principles). Pick one or two tasks under each subheading and decide if the task is comfortable, challenging, or at a frustration level for your case study student. You can also add interview, observation, and direct assessment information available to you. Transfer the selected tasks to The Task and Environment Balance Form.

The yellow “boxes” on the The Task and Environment Balance Form indicate theintersections of task complexity and environment complexity (from Balanced Activity Guide).If you do not have observational data about the environment, you are to use knowledge of your learner and your best judgement and write the task under the environment label that you feel will be the most appropriate level of complexity. Begin with the less complex environment to build success. Observation of student performance will indicate if a more challenging environment should be tried.

When used in a classroom, this form is intended to be a fluid document. This form is an abridged version of the work that goes into the full “What’s the Complexity?” Framework by M. Tietjen. The purpose is to focus attention on the necessity of balancing task complexity and environment complexity. It is a “snapshot” which should be replace with the full “What’s the Complexity?” Framework.

Discussion:What were your major takeaways from the What Do You See? webinar? How will this change your use of images with your case study student?

Week 4Research in the literacy areas of preliteracy, phonological awareness, phonics and word learning will be shared. We will explore how to apply the CVI overlay and use the CVI core instruction components of salient features, comparative thought and mediated learning in each area. Effective research based strategies in each area will be demonstrated.

Objectives:Upon completion of this session, the participant will be able to:• explain the research supporting instructional practices and strategies for preliteracy, phonological

awareness, phonics and word learning.• apply an individual’s CVI overlay to preliteracy, phonological awareness, phonics and word learning

activities and materials.• explain the core CVI instructional components as they relate to preliteracy, phonological awareness,

phonics and word learning. • evaluate a published phonics curriculum skill activity to determine if it is visually accessible to the

case study student.

Reading: The Development of Phonological Skillshttps://www.readingrockets.org/article/development-phonological-skills

G. Reid Lyon: The Reading Process. https://youtu.be/5Dy8C4YMK90

Dr. Paula Tallal: Neuroscience, Phonology and Reading Part 1 https://youtu.be/47arwePObYE Part 4. https://youtu.be/G8usFoLU08A Part 5 https://youtu.be/lQIpb56DxDw

Fun With Phonemes https://youtu.be/QsWRWqzD8-w

Phonemic Segmentation https://youtu.be/hbOpKUapsNY

Helping Struggling Readers https://youtu.be/McVyqP4N-5Y

Assignments:#7. Student Profile FormTeachers of the visually impaired and other team members have large caseloads and a need for an accurate and readily available record of essential information about each student. You are to decide what additional information should be added to this Student Profile Form which has the student’s reading program and CVI Range information. Add to your copy of the Student Profile Form the information you deem important and needing to be available for use when working with the student, working with staff, and in IEP meetings. (You are not required to fill out information specific to your student. That is your choice.)

Class participants who are family members can give this Student Profile Form to all of the team members at the school to inform them about their learner.

#8. CVI Staff Presentation additionsAdd to your CVI Staff Presentation at least one CVI overlay adaptation for each CVI characteristic listed below for the core literacy area of phonological awareness and at least one CVI overlay adaptation for each characteristic below for the core area of phonics.

color preference, need for movement, visual field preferences, visual novelty, and complexity of task and environment

#9 Student ActivityPick a phonological awareness or phonics activity for your case study student (or your hypothetical student). You can use an assignment of the student’s or pick an activity from k-12reader.com. You are asked to: identify the assignment or activity provide an image of the assignment or activity identify a learning goal for your student explain all parts of the CVI overlay modifications that will be required for the activity to be visually accessible and customized to meet the learning goal for the student

You may complete this assignment in list or paragraph form.

Discussion:Dr. Paula Tallal discusses the continuum from early oral language awareness and development to written language and spelling. In two paragraphs or less, discuss the impact of CVI on this development.

Week 5Research in the literacy areas of comprehension, vocabulary and fluency will be shared. Participants will become familiar with the CVI overlay in these areas of reading. Participants will also gain a greater understanding of the application of the CVI core instruction components of salient features, comparative thought and mediated learning in these three reading areas. Effective research based strategies in each area will be demonstrated. The CVI overlay for writing in the areas of comprehension and vocabularywill be briefly explored.

Objectives:Upon completion of this session, the participant will be able to:• discuss the research supporting instructional practices and strategies for comprehension, vocabulary

and fluency.• explain the core CVI instructional components as they relate to comprehension, vocabulary and

fluency.• clarify why vocabulary knowledge and automaticity of core vocabulary words is essential for reading

comprehension and fluency.• explain how comprehension, vocabulary and fluency skills would be modified using an individual’s

CVI overlay and CVI core instruction.

Reading:Reading 101: A Guide to Teaching Reading and Writing, Reading Rockets website,In the Comprehension Module: read Comprehension: In Depth and Comprehension: In Practice. You can skip all other parts.In the Fluency Module: read Fluency: In Depth and Fluency: In Practice. You can skip all other parts.https://www.readingrockets.org/teaching/reading101-course/welcome-reading-101

Vocabulary Matters: The Role of Core Vocabulary in Complex Text http://www.textproject.org/about/events/reading-plus-webinar-2/

Assignments:#10 Student Activity - Comprehension readworks.org offers Article-A-Day text that has an audio component. TextProject.org offers Beginning Reads (K-1), FYI for Kids and Summer Reads (grades 2-3), Stories of Words, and Talking Points for Kids (both are grades 4-6). Explore both of these sites. Using information about your case study (or hypothetical) student’s skills and interests, pick one passage for the student. Identify the passage selected and explain in a paragraph or two how you will apply the CVI overlay and use the core CVI literacy components to make this passage visually accessible and customized for your learner.

#11. CVI Staff Presentation additions

Add to your CVI Staff Presentation at least one CVI overlay adaptation for each CVI characteristic listed below for each of the core literacy areas of comprehension, vocabulary, and fluency. characteristics: color preference, need for movement, visual field preferences, visual novelty, and complexity of task and environment

To end your staff presentation, list a minimum of five resources you feel are important for staff members to access to learn more about CVI. At least two of these should be ones not introduced to you in class. To assist your staff members, write a sentence about the content of each source.

#12. KWL chart Return to your K-W-L chart to see if your questions were answered. Add to the final column in your saved KWL chart. In one paragraph or in list form please address the following two questions:

Did you have questions left without answers? What area of literacy do you feel you need to know more about?

Submission of your KWL chart is optional.

Discussion: “Many factors contribute to successful comprehension- accurate, fluent word reading, vocabulary knowledge, and the use of strategies to prepare to read and fix-up meaning when it breaks down - but in studies that have examined these different contributions to comprehension, knowledge is the most important contributor.” Cervetti & Hiebert

What do you see as the most prominent challenges to gaining knowledge for the CVI learner? Explain your answer in one paragraph.

Fitchburg State University encourages all Extended Campus students to take advantage of our online student services. We have created a “virtual student center” just for you. Here you will find access to Counseling Services, Career Services, The Student Activity Center, the university bookstore and many other helpful links. You can access our student center by going to the university homepage at http://www.fitchburgstate.edu and clicking on Offices and Services. Scroll down and click on Extended Campus Center. You will find links to Library Services, our Virtual Student Center and other important information.

FITCHBURG STATE UNIVERSITY DISTANCE LEARNING & EXTENDED CAMPUS LIBRARY SERVICES

 The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary Loan; reference assistance via: phone, email, IM, Blackboard’s Collaborate tools, Skype and in-person; library instruction via online and in-person at extended campus sites; research help and more. Any questions relating to library services should be directed to the E-Learning & Instruction Librarian, at 978-665-3062 or dllibrary@fitchburgstate.edu. There is also a special section for Distance Learning and Extended Campus Services at http://fitchburgstate.libguides.com/dlservices outlining the wide range of

services available to you and how to access them.  Activate your library account online through our ILLiad system at https://fitchburgstate.illiad.oclc.org/illiad; from here you can access article, book, and media. request forms to get items from our library and from other libraries. If you haven't used ILLiad before, you will need to click on the "First Time User? Create Your Account" link and set up your account.  Students who are currently registered with the university may access any of the library’s subscription databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s homepage at http://www.fitchburgstate.edu/academics/library and clicking on the Research Databases button in the center of the page. Select the resource you want to access from the alphabetical or subject listing. Once you click on the database title you will be prompted for your Falcon Key logon information; this is the same logon you will use for your Fitchburg State email account and if you have any online Blackboard courses. If you do not know your Falcon Key username and password or if you have any problems logging in, contact the university’s Technology Help Desk at 978-665-4500 or helpdesk@fitchburgstate.edu. The Library can issue you a temporary guest login to access the library's databases while the Technology Department is setting up your account: contact us at 978-665-3062 or dllibrary@fitchburgstate.edu All registered Fitchburg State University students are eligible for a Fitchburg State University OneCard ID which also serves as his/her library card. If you have not received your OneCard yet, you can still access all of our online services as long as you have activated your library account through ILLiad. After activation by the Gallucci-Cirio Library and receipt of your OneCard, students may access participating Massachusetts State College/University Libraries and you may request an ARC Card to access participating libraries in the Academic and Research Collaborative (ARC) during the current semester. OneCards are available on campus all year round.  Students wanting a OneCard must either complete the online Extended Campus OneCard request form at http://www.fitchburgstate.edu/offices/technology/onecard/ or present a course registration confirmation at the One Card Office in the Anthony Building of the main campus. Please call 978-665-3039 for available times or if you have any questions about your One Card.

UNIVERSITY AND EDUCATION UNIT POLICIES

Policy on Disability

Disability Services is the primary support system for students with disabilities taking classes in the day and evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need special arrangements in case the building must be evacuated, please make an appointment at the beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed with me as soon as possible.

Attendance and Participation

1. As an emerging professional, you are expected to attend every class session, to be on time, and to communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. Attendance at all pre-practicum sessions is mandatory.

2. Participation in class discussions and cooperative groups is expected. All candidates are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of assigned reading is imperative to your individual development as a professional.

3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade.

Education Unit Computer Literacy Requirement

All assignments must be typed, doubled-spaced, and use APA format when appropriate. Refer to Internet Resources for Writing on the Fitchburg State University website for assistance.

You are expected to use word processing for all assignments (unless otherwise instructed). [If your course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with other class members, to examine the use of software in the field, and to use the Internet to obtain information, ideas and resources.’]

Cellular Telephones and Other DevicesKindly turn-off cellular telephones during class time and field experiences and place them in book bags or purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class begins and if use of the laptop is not required, all laptops should be closed during class time so that your full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress. Thank you in advance for your consideration of colleagues and students. Grade AppealIf you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State University Grade Appeal Policy in your Student Handbook located: athttp://www.fitchburgstate.edu/uploads/files/EducationUnit_NCATE/Standard2/narrative/Student_Handbook_Web_1213.pdf

Academic Integrity PolicyThe faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of course requirements will be solely that of the individual candidate and all other sources will be cited appropriately. University Academic Integrity Policy, as outlined in the University Catalogue, will be strictly adhered to.

Copyright PolicyYou are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of copyrighted materials. See the Electronic Use of Copyrighted Materials on the Fitchburg State University website for more details.