Ohio’s Science of Reading Course (Pathways A, B, or E) PLUS Debriefing and Application
– up to 2 hours credit
Syllabus – August 1, 2024 through June 2025
The Ohio Science of Reading course was developed to satisfy the professional development requirements of ORC 3319.077. It was designed to extend the knowledge of reading development, literacy instruction, assessment, and intervention. Educators will gain insight from the scientific understanding of how literacy develops and how that knowledge translates to reading instruction and intervention.
This version of the course includes 5 - 6 hours of facilitated debriefing, modeling and application of the concepts learned in the online modules.
Goals:
1. Educators will gain an understanding of literacy development based on comprehensive scientific findings from cognitive, psychological, and educational disciplines.
2. Educators will identify and use in practice the essential components of reading instruction all students need to develop foundational literacy skills (including language comprehension and writing), within a systematic scope and sequence of skills and concepts.
3. Educators will identify and use in practice instructional delivery methods that support student literacy development, including the integration of handwriting to support both reading and written expression).
4. Educators will identify instructional practices that are not supported by evidence (for example, 3-cueing system).
5. Educators will recognize risk factors and characteristics of dyslexia and understand how reading difficulties vary in presentation and degree across ages, grades, and in response to educational experiences.
6. Educators will recognize and use in practice curriculum-based measures and diagnostic/survey-level assessments that support the identification of risk and characteristics of dyslexia and use the data to support instructional planning within an MTSS system.
7. Educators will identify distinctive properties of different text types (for example, decodable, leveled, authentic), and understand how and when and how to scaffold the use of each for instruction.
Prerequisites:
1. Take the Ohio Science of Reading course (Pathways A, C or E+2 optional modules) on the ODEW Learning Management System.
2023-24 Agenda:
Virtual Work: 13-22 hours on the LMS (Complete Pathways A, C or E + optional modules on Vocabulary and Writing)
In-Person Work: 5-6 hours at the local school district on a date to be chosen by the district leaders
Final Assignments (totaling approximately 3 hours for each credit hour desired):
Assignment for 1 credit hour: Data-Based Planning
a. Identify baseline data that indicates 1 or more student’s (s’) need for more evidence-based instruction in 1 area (word recognition, vocabulary, reading comprehension, or writing)
b. Do a diagnostic activity (assessment, survey, work sample, discussion) with documentation to allow analysis of student needs
c. Using current curriculum or acceptable supplemental materials, plan an evidence-based lesson to address the demonstrated need
d. Turn in all documentation and plan.
Assignment for 2 credit hours: Evidence-based Instruction Using Data-Based Plan (created above)
a. Carry out the plan created for the 1-credit option
b. Do a follow-up activity (assessment, survey, work sample, discussion) with documentation that can be analyzed and compared to the baseline and diagnostic work above
c. Reflect on the processes of planning and instruction; describe the results and what you as the teacher learned
Ashland credit information: Grading is S/U or P/F.
Total contact hours: 16.5-28 Semester hours credit: 1 or 2 Total Cost: $177 or $354
For specifics about each Pathway:
Pathway # Modules / # Hours Audience Sessions Needed for Ashland Credit Credit Available / Requirements
A 10 / 22 4th-5th ELA teachers, 4th-5th IS’s, any K-3 teachers not taking Dyslexia course 1 day (5-6 hours) 1 hr (3-hr assignment – part 1) OR 2 hrs (6-hr assignment – parts 1 & 2)
C 10 / 21 6-12 ELA teachers, 6-12 IS’s not taking Dyslexia course 1 day (5-6 hours) 1 hr (3-hr assignment – part 1) OR 2 hrs (6-hr assignment – parts 1 & 2)
E · Required: 4 / 7.5 · Recommended: 6* / 13 · 6-12 non-ELA teachers · same · ½ day for Required module: focus on Motivation and Comprehension · ½ day for Recommended modules*. · Required modules – No Ashland credit available · Add 2 Recommended modules: 1 hr. credit (3 hr. assignment, part 1)
* Recommended modules are 2 of the optional modules available on Pathway E: Vocabulary and Writing.