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: June 12, 2015
Course title: Reading Recovery: Development of a Strategic Processing System II
Instructor: Shanna Robinson & Jennifer McCollum
Address: 729 21st Street Bettendorf, IA 52722
Phone Number: (563) 344-6311 or (563) 344-6432
Email Address: [email protected] or [email protected]
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Mississippi Bend Area Education Agency
Course Syllabus
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
August 27, 2015
September 17, 2015
October 15, 2015
December 17, 2015
January 21, 2016
February 25, 2016
April 21, 2016
12:30-3:30
12:30-3:30
12:30-3:30
12:30-3:30
12:30-3:30
12:30-3:30
12:30-3:30
EDMA credit work For guidance on types of work: http://goo.gl/hMXri4
For courses offered for Drake graduate credit with a start date after July 1, 2015, additional out-ofclass work is required to create a total of 45 hours of learning per credit.
Check the type of work you will require and outline the timing below.
Group Work (discussions, presentations, research, collaboration)
Implementation (application in classroom/district, training/coaching, modeling, tech
integration)
Multimedia (viewing or creating videos, audios,
Project-based assignments (creation of classroom materials, portfolios, data
collection/synthesis)
Presentations
Reading (hardcopy or online)
Writing (journaling, formal papers, book/article reviews, reflections, lesson plans)
Type of
out-of-class work
Estimated time
Data Entry on IDEC
Colleague Visit
6 Hours
3 Hours
Video-Taped Analysis
3 Hours
Reading
7 Hours
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Other info
3 Entry Periods (2 Hrs Each)
Teachers Observe Each Other
Teaching and Write a
Reflection; Reflections are
shared in class
Teachers record one portion of
their Reading Recovery lesson
and reflect on student
behaviors and teaching
decisions. Written reflections
are shared in class.
Readings are assigned prior to
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Course Syllabus
Implementation of Reading2 Hours Daily - Ongoing
Recovery Instruction
throughout the school year
On-site Instructional
Coaching Site Visit
3 Hours
each session; Total reading
should not take more than one
hour per session prep
Reading Recovery teachers
teach Reading Recovery
lessons daily (job-embedded).
Ongoing professional
development supports this
work.
1 per year
All assignments due by:May 31, 2016
Dates grades will be posted:June 10, 2015
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 EDMA & Relicensure credit
(min. 15 hours of seat time/credit + outside work = 45 total
time/credit)
Number of Credits:
1
2
3
Audit
Yes
CEUs available from AEA
Yes: no. of Hours:
No
No
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):
no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
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1st Grade
Early Literacy, Intervention
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Course Syllabus
Minimum class size
Course Type
Content
5
Maximum class size 15
Pedagogy
Category
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
International Data Evaluation Center Data Entry Fee $50;
Reading Recovery Council of North America $70 (for access to assigned articles)
Course Outline
Published Course Description for website:
The purpose of this course is to expand the knowledge and expertise of trained Reading Recovery
teachers. Participants will teach and observe demonstration lessons and discuss both teaching and
learning. They will study various aspects of the literacy acquisition process. A particular emphasis
for these sessions will be the indicators of a strategic processing system underway, and the role the
teacher plays in supporting the student as this processing system expands. This course is a
requirement for trained Reading Recovery teachers as part of the Mississippi Bend Area Education
Agency Reading Recovery site.
Describe the best practices to support the course goals/outcomes described in the next
section:
The strength of Reading Recovery's professional development comes from the following
expectations: seven ongoing professional development sessions per year; demonstration lessons at a
majority of ongoing professional development sessions, which gives teachers immediate learning
contexts to discuss with colleagues, maximizing their ability to problem-solve the hardest-to-teach
children; expectation of participation, which completes the learning cycle for teachers, maximizing
the likelihood of transfer to practice; reflection assignments designed to increase a teacher's ability to
adjust instruction based on the needs of individual children; colleague visits which allow teachers to
observe each other in their own school setting and provide immediate feedback that supports the
teacher and moves the child forward; teachers understand they are part of a network of professionals
and that network may be accessed at any time to help problem-solve especially hard to accelerate
children; on-site instructional coaching visits at least one time per year, and as requested, in order to
specifically target the instructional needs of the hardest to accelerate children.
Teacher impact statement: Teachers submit data on an International Data Evaluation Center
website. Data will be analyzed at mid-year and again at end of year. Teachers who demonstrate a
better understanding of close observation and the role of their interactions with children will have
better outcomes as measured by the Observation Survey assessment. Communication between the
teacher and teacher leaders will also be considered; it is expected that teachers will increase
communication with the teacher leaders when they are faced with children who are not making
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Course Syllabus
accelerated progress. Coaching will then be provided to ensure all options have been explored with
these children.
Student impact statement: Teachers who demonstrate a better understanding of close observation
and interactions to have with children as a result of those observations will have better outcomes as
measured by the Observation Survey assessment. Students receiving Reading Recovery will perform
at or near their peers at the conclusion of their series of lessons. This information will be collected
and submitted to IDEC and districts.
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.
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)
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.
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Course Syllabus
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?
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.
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
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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. Teachers will refine their knowledge
of strategic literacy processing systems
in children
Outcome(s) (to be used in Rubric below)
a)Teachers will be able to identify key
indicators of a strategic literacy processing
system and how those indicators change over
time.
b) Teachers will use these indicators to make
more powerful instructional decisions in
lessons.
c) Students will demonstrate greater strategic
behavior on text, as measured by running
records at the conclusion of their series of
lessons; Teachers will increase the number
of students who discontinue.
2. Teachers engage in thoughtful
a) Teachers will gain greater insight and
dialogue with the group during ongoing
professional development sessions.
flexibility in responding to children with
literacy problems.
3. Teachers will refine their sensitive
a) Teachers will refine their interactions with
observation of children's literacy
behaviors.
cihldren as a result of closer, more refined
observation, leading to better student
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Course Syllabus
outcomes.
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:Research on Reading Recovery and emergent literacy is continually updated and results of
the Reading Recovery intervention are reported annually. For a review of research on the
theoretical support for and results of Reading Recovery implementation see: Changing Futures:
The Influence of Reading Recovery in the United States, Reading Recovery Council of North
America, 2005.
Demonstration:5 of 7 sessions will include Behind the Glass sessions (micro-teaching), which are
live lessons taught by trained Reading Recovery teachers and observed by the remaining teachers.
Practice: Collaboration (coaching, feedback, reflection): After the Behind the Glass
demonstration lessons, teachers reflect on what they saw and provide feedback to the teacher as
appropriate. More intense coaching, feedback and reflection occur during the required on-site
instructional coaching site visit.
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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
Points: 4
Goal 1 Outcomes:
Teachers will be able
to identify key
indicators of a
strategic literacy
processing system and
how those indicators
change over time;
Teachers will use
these indicators to
make more powerful
instructional decisions
in lessons
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Teachers will be able
to discuss the key
indicators of a
strategic literacy
processing system
they observe on
running records and
how these indicators
have changed from
previous running
records; Teachers
will be able to identify
the decisions they
made that led to these
shifts; Student
outcomes will
increase
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
Teachers will be able
to identify key
indicators of a
strategic literacy
processing system
they observe on
running records and
how these indicators
have changed from
previous running
records; Teachers
will be able to idenfity
some decisions they
made that might have
led to these shifts;
Students outcomes
will increase
Teachers will be able
to identify some
indicators of a
strategic literacy
processing system
they observe on
running records, but
may not be able to
identify how these
behaviors change over
time from previous
running records;
Teachers identify few
decisions made that
impact student
outcomes; Student
outcomes might
increase slightly
Teacher is not able to
identify any indicators
of a strategic
processing system
observed on a running
record; Teacher is not
able to notice changes
over time on running
records; Teacher does
not link teacher
decision-making to
student outcomes;
Student outcomes
remain stagnant
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Mississippi Bend Area Education Agency
Course Syllabus
Goal 2 Outcomes:
Teachers will gain
greater insight and
flexibility in
responding to children
with literacy
problems.
Goal 3 Outcomes:
Teachers will refine
their interactions with
children as a result of
closer, more refined
observation, leading
to better student
outcomes
Site visits,
demonstration lessons
and reflections on
assignments clearly
indicate stronger
purpose for decisions
made during lessons
Site visits,
demonstration lessons
or reflections on
assignments indicate
clearer purpose for
decisions made during
lessons
Reflections indicate
clearer purpose for
decisions made during
lessons, but those
actions are not
consistently observed
during site visits,
demonstration lessons
Site visits,
demonstration lessons
and reflection indicate
no changes in
understanding and
practice
Teaching after the
video-taped
assignment will be
more purposeful, as
measured by site visits
and colleague visit
reflections and
increased student
outcomes
Teaching after the
video-taped
assignment will be
more purposeful, as
measured by site visits
and colleague visit
reflections, though
student outcomes may
not change.
Reflections completed
after the video-taped
assignment will
connect teacher
behavior with student
outcome, but no shift
in teacher behavior
occurs as measured by
site visits
No change in
reflections or teacher
practice, leading to no
change in student
outcomes

Reflects 15 collaborative hours completed per
each credit.
NOTE: Do not include attendance as
criterion in the scoring; 100% attendance is
required for all levels of credit.
Participation Requirement

--------------This criterion is
either met or not met. -------------
A = 11 to 12
B = 9 to 10
C = 8 to
D = 7 to
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Does not reflect 15 collaborative hours
completed per each credit.
Mississippi Bend Area Education Agency
Course Syllabus
F=6
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