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The course aligns learning outcomes to Professional Educator Licensing and Standards Board requirements and related reading-teacher standards.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/edu-6375-literacy-assessment-interventions-course-syllabus-202407-pelsb-submission/414278/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/edu-6375-literacy-assessment-interventions-course-syllabus-202407-pelsb-submission/414278.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-11","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does EDU 6375 focus on regarding literacy assessment?","Question",{"text":63,"@type":64},"Students learn the selection, administration, scoring, interpretation, and reporting of literacy assessment results for classroom use.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are assessment results used in the course?",{"text":68,"@type":64},"Assessment data is used to design, plan, and implement reading interventions that address specific student needs.",{"name":70,"@type":61,"acceptedAnswer":71},"Which standards does the course align to?",{"text":72,"@type":64},"The syllabus aligns learning outcomes to the Professional Educator Licensing and Standards Board (PELSB), including the teachers of reading subject matter standard, and references dyslexia-related intervention outcomes.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},414278,1791149487,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103,"preview_page_count":4},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","EDU 6375  \nLiteracy Assessment & Interventions  \nCourse Syllabus – 2024.07 PELSB Submission  \nCredits: 3-semester  \nDescription: Provides an in-depth study of assessment and intervention in the literacy classroom. The selection, administration, scoring, interpretation, and reporting of assessment results will be examined and applied. Students will use data gained from assessments to design, plan, and implement effective reading interventions for readers at the elementary and secondary levels.  \nCourse Context: This course is one of six courses leading to K-12 literacy instruction certification or licensure. Credits can also be applied to the School of [Education M.Ed. degree](Education M.Ed. degree) program.  \nStender School of Leadership, Business & Professional Studies  \nEducation Mission Statement  \nTo prepare and support teachers who are firmly grounded in the knowledge, skills, and dispositions needed to promote student learning.  \nEducation Vision Statement  \nTo be nationally recognized for developing skilled and caring professionals prepared to educate students in a diverse and changing world.  \nInstructor:  \nPhone:  \nEmail:  \nZoom:  \nOffice:  \nStudent Hours:  \nCSS IT Service Desk: 218-723-7007 Gmail: [servicedesk@css.edu](servicedesk@css.edu)  \nIf you have a technical question relating to logging into Brightspace or viewing the content, please contact the CSS Help Desk, or visit the IT website.  \nCourse Materials  \nOther readings as assigned.  \nDiamond, L., & Thorsnes, B. J. (2019) . Assessing Reading : multiple measures for kindergarten through twelfth grade (Revised 2nd ed. ). Academic Therapy Pubns.  \nStahl, K. A. D., Flanigan, K., & McKenna, M. C. (2019) . Assessment for reading instruction (4th ed. ) . Guilford Press.  \nEDU 6375-Literacy Assessment & Interventions Page 1 of 15  \nCourse Syllabus – 2024.07 PELSB Submission  \nLearning Outcomes  \nProfessional Educator Licensing and Standards Board (PELSB)  \n8710.4725 TEACHERS OF READING  \nSubp. 3a. Subject matter standard. A candidate for licensure as a teacher of reading must complete a preparation program under subpart 2, item B, that must include the candidate's demonstration of the knowledge and skills in items A to E.  \nA. A teacher of reading must have knowledge of the foundations of reading processes and instruction: A (5) understand the progression of reading development (emergent, beginning, transitional,  \nintermediate, and advanced) and the variations related to cultural and linguistic diversity with a heightened awareness to the needs of struggling readers  \nC. A teacher of reading must be able to use a variety of assessment tools and practices to plan and evaluate effective reading instruction:  \nC (1) understand the principles surrounding a wide variety of instruments, their purposes, strengths, and limitations  \nC (2) select appropriate tools for specific situations that includes assessment for diagnosis and progress monitoring  \nC (3) demonstrate expertise in the administration and interpretation of a wide variety of measures that track student progress by individual, class, cohort, and school  \nC (4) demonstrate expertise in using assessment information to plan differentiated classroom instruction for students, including those at different cognitive and developmental stages, and those from different cultural and linguistic backgrounds  \nC (5) use assessment data to develop interventions that address specific student needs  \nC (6) select materials, identify appropriate instructional strategies, and allocate resources needed to implement interventions and remediation  \nC (7) communicate results of assessments, students, parents, caregivers, colleagues, and administrators  \nD. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments including:  \nD (1) use students’ inter","cbCaio1cXa1ORF4x","https://ap.wps.com/l/cbCaio1cXa1ORF4x","pdf",536482,"English","# Learning Outcomes\n## Professional Educator Licensing and Standards Board (PELSB)\n## International Dyslexia Association Standards\n# Course Topics, Learning Opportunities, and Assessment Alignment","[{\"question\":\"What does EDU 6375 focus on regarding literacy assessment?\",\"answer\":\"Students learn the selection, administration, scoring, interpretation, and reporting of literacy assessment results for classroom use.\"},{\"question\":\"How are assessment results used in the course?\",\"answer\":\"Assessment data is used to design, plan, and implement reading interventions that address specific student needs.\"},{\"question\":\"Which standards does the course align to?\",\"answer\":\"The syllabus aligns learning outcomes to the Professional Educator Licensing and Standards Board (PELSB), including the teachers of reading subject matter standard, and references dyslexia-related intervention outcomes.\"}]","EDU 6375 - Literacy Assessment & Interventions - Course Syllabus - 2024.07 PELSB Submission | PDF",1790597146]