ISLE - Intervention Services and Leadership in Education

Courses numbered 500 to 799 = undergraduate/graduate. (Individual courses may be limited to undergraduate students only.) Courses numbered 800 to 999 = graduate.

ISLE 523.  Workforce Readiness and Preparation   (3).

Cross-listed as CSD 523. Designed for neurodivergent college students who are interested in developing pre-employment skills in a simulated work environment. Course includes diversity content.

ISLE 615.  Learning and Reading Strategies   (3).

Students are provided with an understanding of the development of learning and reading strategies and explore instructional approaches for guiding elementary and secondary students in those strategies and their use in content areas. This course covers principles and strategies used in effective instruction, including comprehension, reading and writing skills needed to become more literate in content areas. Course includes diversity content.

ISLE 704.  Assessment and Methods K-1   (3).

Provides knowledge, skills and dispositions for candidates working with families and young children from kindergarten through first grade. Covers theory, methodology, screening, evaluation, assessment and instructional practices including adaptations and modifications for all young children, including English language learners and those with and without delays/diagnosed disabilities. Features information on dyslexia and the science of reading as well as early detection of reading related difficulties. Course includes diversity content. Prerequisite(s): admission to the MAT ECU program.

ISLE 705.  Science of Reading   (2).

Provides a scientifically-based foundation in the cognitive, socio-cultural, linguistic and motivational influences on literacy and language development. The course presents the key scientifically-based reading research foundations needed to understand how reading develops and effective methods and strategies used to teach literacy skills to young children through young adults. Topics include understanding reading research, cognitive psychology’s contributions to understanding the reading process, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to teaching reading across the grade levels. An overview of structured literacy and dyslexia is also provided. Course includes diversity content. Prerequisite(s): admission to graduate school and the program.

ISLE 711.  Diversity and Inclusion   (2).

Participants examine organizational and professional access and equity in the contexts of culture, ethnicity, race, sexual orientation, exceptionality and gender—viewing these contexts through connections among divisions of labor, class structures, power relationships, group marginalization, cultural images, residential patterns, health, family life, employment, education and values. In addition to the challenges related to diversity, participants also explore aspects of diversity as potential assets in creating rich and productive professional environments. Students then apply the knowledge they gain from these explorations to the framing, analysis and generation of solutions to contemporary educational problems. Course includes diversity content. Prerequisite(s): admission to MAT ECU program.

ISLE 714.  Reading Instruction and Assessment   (3).

Covers literacy assessment strategies and instructional procedures, curriculum and instruction alternatives, and program planning for the literacy development of students, including those with reading and/or writing disabilities (e.g., dyslexia). The course focuses on how, as a teacher, one participates in tiered support systems and facilitates/provides appropriately focused and intensive literacy instruction. A focus on knowledge of diverse reading profiles, including dyslexia, assessment (diagnostic, progress monitoring, screening and curriculum-based measures), and structured literacy instruction, focusing on phonological and phonemic awareness, phonics and word recognition, oral reading fluency, vocabulary, listening and reading comprehension, and writing. Course expectations for undergraduate vs. graduate students are differentiated through assessment measures such as exams, written assignments, learning tasks, etc. Graduate expectations include advanced learning through additional, more complex readings, course facilitation or experiential activities. Course includes diversity content.

ISLE 733.  Assessment and Methods 2-3   (3).

Provides knowledge, skills and dispositions for candidates working with families and young children in second and third grade. Covers theory, methodology, screening, evaluation, assessment and instructional practices, including adaptations and modifications for all young children, including English language learners and those with and without delays/diagnosed disabilities. Features information on dyslexia and the science of reading. Also provides candidates with research on early identification and effective pedagogy to use with students who have reading-related difficulties. Course includes diversity content. Prerequisite(s): admission to MAT ECU program.

ISLE 734.  Interventions for Dyslexia and Other Reading Related Disorders   (3).

Addresses principles and practices of evidence-based literacy intervention for students with dyslexia, including the varied challenges that students may encounter as they develop literacy, effective intervention in various components of literacy, and the issues involved in designing a comprehensive literacy intervention program. Covers intervention strategies and instructional procedures, curriculum and instruction alternatives, and program planning for the literacy development of students with reading and/or writing disabilities. The course focuses on how teachers and reading specialists participate in tiered support systems and facilitates/provides appropriately focused and intensive literacy instruction. Course includes diversity content. Prerequisite(s): admission to the Graduate School and the reading specialist program.

ISLE 736.  Dyslexia and the Brain: Serving as a Literacy Leader   (2).

Addresses dyslexia’s neurobiological origins, its effect on language and literacy development, and the variations in the processing and development of the various elements of language and literacy among students with and without dyslexia. The course also addresses linguistic structures of and historical influences on the English language as well as how to communicate information about reading to various groups, develop literacy curricula, participate in or lead professional development programs, participate in or conduct research, collaborate or supervise other literacy practitioners, communicate assessment results, and engage in professional activities. Course includes diversity content. Prerequisite(s): admission to Graduate School and the reading specialist program.

ISLE 740.  Universal Design for Learning   (1).

Candidates are provided with an introduction to Universal Design for Learning (UDL). Emphasis is placed on the three principles of UDL: multiple means of presentation, action and expression, and engagement for instructional planning and implementation. Candidates are asked to apply these principles within an educational setting including curriculum, behavior support systems and environment. Candidates examine the education unified profession and how UDL is a proactive plan for creating an inclusive environment in which all students receive personalized learning experiences. Course includes diversity content. Prerequisite(s): admission to the MAT ECU program.

ISLE 741.  Learning and Educational Assessment   (2).

Examines individual and group approaches to assessment, evaluation and the basic concepts of standardized and non-standardized educational assessment. Students learn the appropriate methods for selection, administration and interpretation of assessments. Research and statistical concepts such as reliability, validity and standard error of measurement are introduced. This course pays special attention to needs assessments that can be used in an educational setting, particularly in determining student learning needs. Formative assessments and curriculum-based assessments are reviewed. Discussions include historical perspectives regarding assessment, assessment ethics and use of instruments with diverse populations. Language specific to performance based assessments are introduced. Candidates use a variety of assessment instruments, procedures and technologies for learner screening, evaluation, eligibility decisions, instructional planning, progress monitoring and technology considerations. Course includes diversity content. Prerequisite(s): admission to the MAT ECU program.

ISLE 742.  Integrating Learning Through the Arts and Movement   (2).

The teacher candidate understands and uses the central concepts, tools of inquiry and structures of the arts (music, visual arts, dance and/or theatre) to plan, implement and assess (with adaptations as needed) learning experiences that engage all learners (including those with special needs) in critical thinking, creativity and collaborative problem solving. This course also provides candidates with the knowledge and techniques necessary to be able to integrate health, wellness and physical activity appropriate to early childhood and elementary education classroom expectations and requirements aligned with KSDE standards. Content includes understanding of the foundations of general, special and inclusive education, development and characteristics of all learners including those with disabilities. The purpose is to develop a blending of curriculums and techniques to support positive academic growth. The use of multiple intelligences, integration techniques, classroom management, health standards, and curriculum and technology support the goal of this course. Course includes diversity content. Prerequisite(s): admission to the MAT ECU program.

ISLE 743.  Master of Arts in Teaching Unified Internship I   (1).

In the MAT early childhood unified residency licensure program, the internship courses fulfill the field experiences required for initial teaching licensure. Students in the MAT unified residency program work in an educational setting under the supervision of a classroom teacher. The focus of the internship courses include: 1) use of effective pedagogy, 2) relevant, culturally appropriate assessment, 3) working with families and other professionals, 4) aligning instruction with standards, 5) implementation of UDL principles, 6) behavior and classroom management, 7) planning instruction based on individual learner characteristics across developmental domains and content areas, 8) technology in the classroom, 9) the science of reading, and 10) reflective, ethical and professional practices. Course includes diversity content. Prerequisite(s): admission to the MAT ECU program.

ISLE 744.  Masters of Arts in Teaching Unified Internship II   (1).

In the MAT unified residency licensure program, the internship courses fulfill the field experiences required for initial teaching licensure. Students in the MAT unified residency program work in an educational setting under the supervision of a classroom teacher. The focus of the internship courses include: 1) use of effective pedagogy, 2) relevant, culturally appropriate assessment, 3) working with families and other professionals, 4) aligning instruction with standards, 5) implementation of UDL principles, 6) behavior and classroom management, 7) planning instruction based on individual learner characteristics across developmental domains and content areas, 8) technology in the classroom, 9) the science of reading, and 10) reflective, ethical and professional practices. Course includes diversity content. Prerequisite(s): ISLE 743 and admission to the MAT ECU program.

ISLE 748.  Masters of Arts in Teaching Unified Internship III   (1).

In the MAT unified residency licensure program, the internship courses fulfill the field experiences required for initial teaching licensure. Students in the MAT unified residency program work in an educational setting under the supervision of a classroom teacher. The focus of the internship courses include: 1) use of effective pedagogy, 2) relevant, culturally appropriate assessment, 3) working with families and other professionals, 4) aligning instruction with standards, 5) implementation of UDL principles, 6) behavior and classroom management, 7) planning instruction based on individual learner characteristics across developmental domains and content areas, 8) technology in the classroom, 9) the science of reading, and 10) reflective, ethical and professional practices. Course includes diversity content. Prerequisite(s): ISLE 744 and admission to the MAT ECU program.

ISLE 749.  Masters of Arts in Teaching Unified Internship IV   (1).

In the MAT unified residency licensure program, the internship courses fulfill the field experiences required for initial teaching licensure. Students in the MAT unified residency program work in an educational setting under the supervision of a classroom teacher. The focus of the internship courses include: 1) use of effective pedagogy, 2) relevant, culturally appropriate assessment, 3) working with families and other professionals, 4) aligning instruction with standards, 5) implementation of UDL principles, 6) behavior and classroom management, 7) planning instruction based on individual learner characteristics across developmental domains and content areas, 8) technology in the classroom, 9) the science of reading, and 10) reflective, ethical and professional practices. Course includes diversity content. Prerequisite(s): ISLE 748 and admission to the MAT ECU program.

ISLE 821.  Dyslexia and Literacy Practicum   (3).

Candidates participate in a practicum experience, delivering developmental and corrective reading instruction in a classroom setting. Integrates the theoretical study of dyslexia assessment and intervention practices with application in authentic settings. In this course, candidates apply the principles of effective assessment and intervention and implement evidence-based practices for students with dyslexia and other reading related disorders/difficulties. Course includes diversity content. Prerequisite(s): admission to the Graduate School and reading specialist program; ISLE 615, ISLE 705, ISLE 714, ISLE 734 and ISLE 736.

ISLE 860.  Seminar in Research Problems   (2).

Helps MAT graduate students formulate an acceptable agenda for the development of a professional action research project or portfolio to satisfy the application requirements for the master’s in teaching program. Fulfills the university’s professional and scholarly integrity training requirement covering research misconduct, publication practices and responsible authorship, conflict of interest and commitment, ethical issues in data acquisition, management, and sharing and ownership. Prerequisite(s): admission to MAT ECU program.

ISLE 862.  Evidence Based Inquiry: Capstone Project I   (1).

Students develop a research-based inquiry proposal as a process for increasing skills as evidence-based practitioners. A formal proposal is written to research evidence-based practices or other important knowledge bases. Prerequisite(s): ISLE 860 and admission to the MAT ECU program.

ISLE 863.  Evidence Based Inquiry: Capstone Project II   (1).

Students complete and present a research-based inquiry report as a process for increasing skills as evidence-based practitioners. This formal report is presented to a pre-identified audience describing the results of an inquiry into a knowledge base relevant to the fields of learning and instruction. Prerequisite(s): ISLE 862.