This course will focus on strategies and methods for teachers of English Learners in all settings. Sheltered instruction, CCSS Mastery, Students with Limited or Interrupted Formal Education (SLIFE), Trauma, and the importance of collaboration with content-specific teachers will be emphasized.

This course will examine the best practices utilizing the Differentiated Model for classroom instruction. The heterogeneous structure of classrooms requires teachers to design and implement lessons that are differentiated in ways that honor the diverse learning needs of each classrooms student population.

This course familiarizes educators with the MtSS process for redesigning systems to meet the needs of struggling students through a pyramid of interventions and provides a practical MtSS model for teachers, administrators, and parents with clear examples of strategies for the implementation and monitoring of the MtSS system components within a school setting. This course will also define formative assessment and discuss the benefits of using a variety of formative assessments to increase student learning.

This course will develop participants knowledge, skill, and practice in supporting classroom instruction and student learning through the following: developing understanding of taxonomies for educational objectives/cognitive complexity, demonstrating effective techniques for questioning that lead to higher levels of thinking and student engagement, analyzing units to identify level of cognitive complexity (rigor) and determine level of alignment of intended learning, instruction, and assessment, and practicing coaching techniques to address staffs assurance of rigor and student engagement i

Students will utilize basic art vocabulary and concepts to explore the diversity, intent, and context of Deaf Visual and Performing Art. A variety of works and genres will be discussed with special focuses on DeVIA and music based performance art. No previous ASL or Deaf Studies experience required.

This course continues the introduction to the language and culture of the Deaf community in the United States begun in ASL 1. Focus is on ASL linguistic concepts and vocabulary as well as Deaf cultural behaviors, conversational strategies, history, and accommodations. Prerequisite: 201.

This course introduces students to the language and culture of the Deaf community in the United States. Focus is on basic ASL linguistic concepts and vocabulary as well as Deaf culture behaviors, conversational strategies, history, and accommodations.

This course provides independent reading and/or research, at the post-baccaulareate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrars office current class schedules Web page for specific semester description.

Courses on topics of interest to ESL students offered on the basis of need, interest, or timeliness. Restricted to students with freshman or sophomore standing. May be repeated for credit. For specific section description, click to the Section Details in VitNet.