Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course participants of
the requirements and learning outcomes. It contains identified essential components to meet
indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. that is not less than 15 contact hours for Relicensure credit
and additional hours of outside class work to total 45 hours for Graduate Credit through Drake University.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of practices,
strategies, and information.
Course Overview
Date Submitted: January 30, 2015
Course title: Intro to Orton Gillingham: Multisensory Reading Instruction for Students with Print
Disabilities
Instructor: Terri Peterson (AOGPE) and Claudia Reyes-Fry
Address:
Phone Number: 563-564-0362
Email Address: [email protected]
Dates and Location
Face to Face Dates
Times
Other info.
(allow time for breaks/meals: 1 hour for
lunch; 2 – 15 minute breaks are standard)
Minimum of 15 hours of seat time
per credit
June 22-26
9/16/15
9/30/15
10/7/15
10/21/15
11/4/15
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8:30 - 4:00
5:30-8:45
5:30-8:45
5:30-8:45
5:30-8:45
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Mississippi Bend Area Education Agency
Course Syllabus
All assignments due by:11/21/15
Dates grades will be posted:11/28/15
Will course be held at the Bettendorf AEA?
Yes
No
Credit and Format Information
Type of Credit
Relicensure credit only
(15 hours/credit, no outside work required)
Drake EDEX & Relicensure credit
Number of Credits:
1
2
3
Participants will receive 2 credits for attending all the session dates and Goals 1-3 on the rubric.
This credit option is by instructor approval only.
Participants will receive 3 credits for attending all the session dates and all four goals on the rubric.
Audit
Yes
No
CEUs available from AEA
Yes: no. of Hours: 30 or 45
No
If offering a course for CEU (not for teacher relicensure) will the participant need to
complete the work required for relicensure credit to receive CEUs:
Yes, must complete all assignments
No, assignments will not need to be completed
Appropriate for Paraeducator certificate Renewal
Appropriate for Substitute Authorization certificate Renewal
Yes
Yes
No
No
Type of professional development proposed (check those that apply):
Course open to ALL
Instructor Reimbursement by (check one):
AEA supplemental contract (teaching on noncontract time as AEA contracted instructor;
supervisor has been notified) – TERRI
Local district/no pay (teaching as part of district assignment)
no pay (teaching as part of AEA employee assignment or other arrangements) - CLAUDIA
Target Audience:
Grade Level(s)
Content Area(s)
k-5
Early Literacy
Minimum class size
6
Course Type
Content
Maximum class size 12
Pedagogy
Category
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Mississippi Bend Area Education Agency
Course Syllabus
Please select the primary category for this course from the drop down menu
(click on the box and all choices will appear):
Literacy (Reading)
Course materials needed
Printed handouts – cost to be added to cost of course
Cost: 75
Book(s) – cost to be added to cost of course; AEA Staff Dev. Dept. to order
Best source: EPS
http://eps.schoolspecialty.com/products/literacy/learning-differences/language-toolkits/pricing/eps-language-tool-kit-manual-and-cards
Course Outline
Published Course Description for website:
This course serves as an introduction to the Orton Gillingham approach to reading instruction. It is
designed to help educators understand and teach students with specific language/reading disability
(dyslexia). The course includes current research, instruction in the structure of the English Language,
the importance of multisensory teaching methods, and a supervised practicum which can involve
students of various ages. Participants will also explore implications for oral language, fluency,
comprehension, vocabulary acquisition, and adaptations for the content areas.
Describe the best practices to support the course goals/outcomes described in the next
section:
Direct, explicit instruction will be provided by the instructors with opportunities to practice and
collaborate with peers. All participants will receive structured corrective feedback as well as
modeling the development of positive mindset for students.
Teacher impact statement: Participants will develop their understanding of the research-based
Orton methodology to identify students who require multisensory instruction in order to develop their
reading skills. Using their increased knowledge base, teachers will develop appropriate lesson plans
and conduct a minimum of 8 weeks of Orton lessons. Participants will apply their knowledge base by
making instructional decisions based on student progress during daily lessons. Participants will
conclude the course with a knowledge-based post-assessment
.
Student impact statement: Each participant will be required to complete a practicum with one or
more students. Instructors will provide on-going, instructional feedback to participants through a
minimum of one site visit, a minimum of two zoom/video lesson, and instructor feedback during
follow-up sessions. Student impact will be demonstrated through progress monitoring data.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of the
school district’s student achievement goals.
2: Demonstrates competence in content knowledge appropriate to the teaching position.
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Mississippi Bend Area Education Agency
Course Syllabus
3: Demonstrates competence in planning and preparing for instruction.
4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported by
the school community. (Shared Vision)
2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
4: An educational leader promotes the success of all students by collaborating with families and
community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
6: An educational leader promotes the success of all students by understanding the profile of the
community and responding to, and influencing the larger political, social, economic, legal and cultural
context. (Societal Context)
For District-only courses
What district or building goals does this course support?
What follow up will be done to after the completion of this course?
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other cultures
are successful in the classroom? 2) Does this course promote the diversity of ideas and thoughts in
curriculum and assignments, such as knowledge of different world views and cultural perspectives?
3) Does your course acknowledge the learning styles of culturally diverse peoples? 4) Does your
course promote/utilize resources that portray the various dimensions of a culturally diverse
population? 5) Does this course include strategies to form partnerships with families, particularly
with those who are culturally diverse?
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Course Syllabus
Gender-fair Issues 1) Does this course include discussion about ensuring both male and female
learners are successful in the classroom (e.g. math and science classes)? 2) Does this course
promote/utilize resources that portray both sexes in active and passive activities? 3) Does this
course promote/utilize resources that portray both sexes in “nontraditional” ways as role models? 4)
Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as they relate to
school or community climate and/or student achievement?
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty? 3)
Does this course include discussion or analysis about disaggregating data based on socio-economic
status? 4) Does this course promote/utilize resources that may interest students from low socioeconomic backgrounds who may struggle academically? 5) Does this course include learning about
instructional strategies that will engage SES students in learning?
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural issues
impacting student learning? 3) Does this course promote cross cultural communication and
involvement with ELL parents/family? 4) Does this course address legal/academic responsibilities of
school districts with educating ELL students?
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse groups?
Please provide a description of the issues checked above. This course promotes the diversity of
ideas and thoughts by building skills in designing instruction based on a child’s strengths and
interests. Learning styles are automatically incorporated into the course through building
participants’ skills in developing the multi-sensory component of instruction. The course, by its
focus on vocabulary, utilizes terms and literature from a wide variety of sources. Because the
instructional methodology presented in this course impacts struggling readers, English Language
Learners, environmentally disadvantaged, dyslexic, and specific learning disabled students, a wide
range of students and consequently parents are empowered with improved literacy skills.
Research indicates that the methodology presented is effective with students from all socio-economic
backgrounds. These students respond to explicit, systematic, and sequential instruction. These
students benefit from explicit instruction in vocabulary, an area that is often under-instructed in
general education and special education classes.
This course supports increasing participants’ knowledge base of the phonics continuum, vocabulary,
and comprehension, participants’ will increase their skills in differentiated skill instruction. The
instructors have knowledge and experience to support differentiated instruction for TAG students
who have difficulty learning to read, but have high background knowledge and vocabularies.
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Mississippi Bend Area Education Agency
Course Syllabus
Course Goals, Outcomes and Evaluation
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
Science
Social Studies
21st Century Skills
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill, and tie
directly to the Iowa Core Components that were checked above.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
 The goal of courses offered for relicensure and/or graduate credit is that the outcomes are a
way to ensure that the Iowa Core is being transmitted into action. Please be specific in
documenting this through the goals and outcomes.
Course Goal(s) fill out as many as
appropriate
1. Participants will master the OrtonGillingham lesson plan and understand
the purpose of each section for
instructional decision making.
Outcome(s) (to be used in Rubric below)
a)Develop lesson plans that are individually
based on student performance.
b) Develop lesson plans that incorporates
reading, spelling, and writing leading to
automaticity of skill mastery
c) Demonstrates multi-sensory instructional
practices
2. Participants will build their
a) Participants will understand the historical
knowledge of English phonology and
influencees of English spelling patterns,
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orthography
Mississippi Bend Area Education Agency
Course Syllabus
especially Anglo-Saxon, Latin, and Greek
b) Participants will learn and apply common
orthographic rules
c) Participants will explain and catagorize the
six basic syllable typed.
3. Participants will build their
a) Participants will understand the
knowledge of dyslexia and other
learning disorders
neurobiological and linguistic differences
between good and poor readers.
b) Participants will recognize the tenets of
the NICHHD/IDA definition of dyslexia
c) Participants will identify how symptoms
of reading difficulty may change over time in
response to development and instruction
4. Participants can receive 3 credits be
a) Particpants will determine an appropriate
completing this goal:
Apply knowledge base to the practicum
setting.
setting for completing the practicum.
Options include, but are not limited to private
tutoring, one-on-one intensive intervention,
small group intervention, classwide
intervention.
b) Participant will provide lesson plans with
detailed evidence of student performance
demonstrating the prescriptive/diagnostic
planning for subsequent lessons.
c) Participants will elicit the highest level of
student performance
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory: 30Percent: The National Assessment of Educational Progress reports that, consistently,
about 36% of all fourth graders have “below basic” skills in reading. Specific language-based
reading disabilities are impacted by multisensory, explicit, systematic, and sequential reading
instruction at any grade level.
Demonstration: 30 percent: For 4 of the 5 day training session, participants will observe a
complete, 45 minute Orton Gillingham lesson. Participants will observe the student’s data analysis
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Mississippi Bend Area Education Agency
Course Syllabus
and the instructional decision making based on the analysis Participants will observe their
practicum superisors or peers present the 45 minute Orton Gillingham lesson.
Practice: Collaboration (coaching, feedback, reflection): 40 percent: Participants will receive
one on-site observation. Participants will submit one (or more) zoom/video recorded lessons.
Collaboration will be driven by the observations as well as participant questions and needs
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Mississippi Bend Area Education Agency
Course Syllabus
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric: http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each proficiency level. Provide a clear and specific
description of the criteria that will be used to evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is accepted.
Course Requirements
(enter each criteria in the
boxes below and assign a
point value)
Exemplary Demonstrates
good understanding and
skill
Accomplished
Demonstrates satisfactory
understanding and skill
Points: 3
Developing
Demonstrates some
understanding and skill
Beginning
Demonstrates little or no
understanding or skill
Points: 2
Points: 1
Participants will
develop a series of
lesson plans that
demonstrate correct
use of all components
as well as evidence of
increasing
diagnostic/prescriptive
instructional decision
making.
Participants will
develop a series of
lesson plans that
demonstrate correct
use of all components
as well as some
evidence of
diagnostic/prescriptive
instructional decision
making.
Participants will
develop a series of
lesson plans that
demonstrate correct
use of most
components as well as
some evidence of
diagnostic/prescriptive
instructional decision
making.
Participants will
Participants do not
develop a series of
complete lesson plans.
lesson plans that
demonstrate correct
use of all components
as well as some
evidence of
diagnostic/prescriptive
instructional decision
making.
Participants will
demonstrate
phoneme/grapheme
correspondences for
95% of the most
frequently used
graphemes.
Participants will
demonstrate
phoneme/grapheme
correspondences for
90% the most
frequently used
graphemes.
Participants will
demonstrate
phoneme/grapheme
correspondences for
80% of the most
frequently used
graphemes.
Participants will
demonstrate
phoneme/grapheme
correspondences for
less than 80% the
most frequently used
graphemes.
Points: 4
Goal 1 Outcomes:
Participants will
master the OrtonGillingham lesson
plan and understand
the purpose of each
section for
instructional decision
making.
Goal 2 Outcomes:
Participants will build
their knowledge of
English phonology
and orthography
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Not completed or not
able to be scored
Participants are unable
to demonstrate an
understanding of
phoneme/grapheme
correspondences
Mississippi Bend Area Education Agency
Course Syllabus
Goal 3 Outcomes:
Participants will build
their knowledge of
dyslexia and other
learning disorders
Goal 4 Outcomes:
Only participants
receiving 3 credits
need to complete this
work:
Participants will apply
knowledge base to the
practicum setting.
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Participants will be
able to define and
discuss the most
common instrinsic
differences between
good and poor readers.
They will identify
how symptoms of
reading difficulty may
change over time in
response to
development and
instruction
Participants will be
able to define and
discuss the most
common instrinsic
differences between
good and poor readers.
They will identify
how symptoms of
reading difficulty may
change over time in
response to
development and
instruction with
prompting and
supports.
Participants will
define and discuss the
most common
intrinsic differences
between good and
poor readers with
prompting and
supports. They will
show beginning
understanding of the
symptoms of reading
difficulty and how
they may change over
time in response to
development and
instruction.
Participants will
define and discuss one
common intrinsic
difference between
good and poor readers
with prompting and
supports. They will
show beginning
understanding of the
symptoms of reading
difficulty and how
they may change over
time in response to
development and
instruction.
Participant will
identify practicum
students based on
analysis of
assessments and
diagnostic
assessments.
Participants will apply
knowledge base of
traits of dyslexia, the
structure of the
English language, and
the structure of the
Participant will
identify practicum
students based on
analysis of
assessments and
diagnostic
assessments.
Participants will apply
knowledge base of
traits of dyslexia, the
structure of the
English language, and
the structure of the
Participant will
identify practicum
students based on
analysis of
assessments and
diagnostic
assessments.
Participants will apply
insufficient
knowledge base of
traits of dyslexia, the
structure of the
English language, and
Participant will
Participant did not
identify practicum
attempt the practicum
students based on
process.
analysis of
assessments and
diagnostic
assessments.
Participants will apply
minimal knowledge
base of traits of
dyslexia, the structure
of the English
language, and the
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Participants cannot
define dyslexia as
compared to typically
developing readers.
OG lesson plan to
impact student
outcomes.

NOTE: Do not include attendance as
criterion in the scoring; 100% attendance is
required for all levels of credit.
Participation Requirement
Mississippi Bend Area Education Agency
Course Syllabus
OG lesson plan to
the structure of the
structure of the OG
impact student
OG lesson plan to
lesson plan to impact
outcomes, responding impact student
student outcomes,
to practicum
outcomes, responding responding to
supervisor's feedback. to practicum
practicum supervisor's
supervisor's feedback. feedback.
Reflects 15 collaborative hours completed per
each credit.

--------------This criterion is
either met or not met. -------------
2 credits:
A = 9 to 8
B = 7 to 6
C = 5 to 4
D=3
F = 2 or below
3 credits:
A = 16 to 14
B = 13 to 12
C = 11 to 10
D = 9 to 8
F=7
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Does not reflect 15 collaborative hours
completed per each credit.