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 7, 2015
Course title: Second Chance Reading Teacher Training
Instructor: Rita M. Butlett
Address: North Scott Junior High
Phone Number: 563-285-3162
Email Address: [email protected]
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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
June 13, 2016
June 14, 2016
June 15, 2016
9:00-4:00
9:00-4:00
9:00-4:00
6 hours of instruction
6 hours of instruction
6 hours of instruction
2 Follow-Up Dates
1 day 1st sem
1 day 2nd sem
TBD
TBD
6 hours of instruction
6 hours of instruction
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
Organize classroom library
Collect appropriate material
for read/think aloud lessons
(grade level but skills based)
Develop read aloud/think
aloud lessons
Collaborative Group Meetings
Develop and implement a data
collection system
Collect and analyze data on a
regular basis
Report and analyze program
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Estimated time
Other info
10 hours
30 hours
5 hours
5 hours
10 hours
2 hours
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Mississippi Bend Area Education Agency
Course Syllabus
data with stakeholders
All assignments due by: 03/15/17
Dates grades will be posted: 3/25/17
Location of course: TBD: Pleasant Valley High School and/or North Scott Junior High
Credit and Format Information
Type of Credit: Drake EDMA AND Relicensure credit
(min. 15 hours of seat time/credit + outside work = 45 total time/credit)
Number of Credits:
1
2
3
Audit
Yes
No
If a course is taken for audit, participants should plan to complete all of the work
required to receive the full benefit of the training.
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)
Target Audience:
Grade Level(s)
7-12
Content Area(s)
Reading
Minimum class size
Course Type
Content
8
Maximum class size 25
Pedagogy
Category
Literacy/Reading
Course materials needed
Printed handouts – cost to be added to cost of course
Book(s) – participant to purchase on own prior to start date
Cost: $20
Title/Author/copyright date:
Stanford Diagnostic Reading Test Purple Level Form J
ISBN: 015-4886-12-2
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Course Syllabus
SDRT Answer Document for Purple Level Form J
ISBN: 015888666-6
Stanford Diagnostic Reading Test Purple Level Form K
ISBN: 015-4886-13-0
SDRT Answer Document for Purple Level Form K
ISBN: 015888667-4
Stanford Diagnostic Reading Test Brown Level Form J
ISBN: 015-4886-14-9
SDRT Answer Document for Brown Level Form J
ISBN: 015888668-2
Stanford Diagnostic Reading Test Brown Level Form K
ISBN: 015-4886-15-7
SDRT Answer Document for Brown Level Form K
ISBN: 0158886690
Stanford Diagnostic Reading Test Blue Level Form J (HS only)
ISBN: 015-4886-16-5
Stanford Diagnostic Reading Test Blue Level Form K (HS only)
ISBN: 0154886-17-3
SDRT Teacher Fall Manual
ISBN: 015-888-716-6
SDRT Teacher Spring Manual
ISBN: 015-887-17-4
SDRT Student Record Forms
ISBN: 015-4886-56-4
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Course Syllabus
Best source: Harcourt Educational Measurement
A Harcourt Assessment Company
Cost: Will vary based on which assessments you need and how many copies. *Currently out of
publication, but can be purchased as supplies last.
Jamestown Timed Reading Book 1
ISBN: 0-89061-503-9E
Jamestown Timed Reading Book 2
ISBN: 0-89061-504-7E
Jamestown Timed Reading Book 3
ISBN: 0-89061-505-5
Jamestown Timed Reading Book 4
ISBN: 0-89061-506-3E
Jamestown Timed Reading Book 5
ISBN: 0-89061-507-1
Jamestown Timed Reading Book 6
ISBN: 0-89061-508-X
Jamestown Timed Reading Book 7
ISBN: 0-89061-509-8
Jamestown Timed Reading Book 8
ISBN: 0-89061-510-1
Jamestown Timed Reading Book 9
ISBN: 0-89061-511-X
Or the entire set can be purchased through McGraw Hill Education
ISBN: 9780890615409
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Course Syllabus
Spargo/Time Reading Third Ed Comp Set/1989/1 $153.42
Spargo/Jamestown Timed Literary Readings are also recommended
*Going out of publication.
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Mississippi Bend Area Education Agency
Course Syllabus
Course Outline
Published Course Description for website:
Second Chance Reading addresses reading deficits for secondary students who otherwise would
struggle with the demands of the secondary curriculum. It is designed by Dr. Beverly Showers and
has been implemented across the Iowa since 2005.
Second Chance Reading focuses on comprehension skills but also targets vocabulary development
and fluency in both fiction and non-fiction textual materials. The course is designed specifically for
middle and high school students who are reading below grade level.
The program incorporates several strands:
1. Extensive independent reading at students’ recreational level
2. Vocabulary development at both age-appropriate and recreational reading levels
3. Comprehension instruction for both lower- and higher-order comprehension tasks in fiction and
non-fiction materials
4. Fluency instruction and monitoring
5. Writing as an assist to comprehension
Describe the best practices to support the course goals/outcomes described in the next
section:
1) To learn the instructional strategies and management procedures of Second Chance Reading
sufficiently to begin immediate implementation in classrooms:
Cooperative Comprehension (theory/demonstrations)
Numbered Heads Together (theory/demonstrations)
Practice with Think Aloud and Cooperative Comprehension
Cooperative Learning and Metacognitive Strategies
Collaborative work (theory, demonstration, practice)
Peer teaching with Numbered Heads Together
Pair Share with Generic Questions (theory, demonstrations, and practice)
Fluency – Readers’ Theater (theory, demonstrations, practice)
Read Aloud and Dictated Writing (theory, demonstration, practice)
Round Table (theory, demonstration); Individual vocabulary banks
Management of SCR: Classroom set up; practice with Dictated Writing
2)
To understand how Second Chance Reading fits into the context of the Iowa Professional
Development Model and your district’s Career Development Plan
3) To build a learning community broader than your immediate school/district.
Teacher impact statement: Teachers will learn the Second Chance Reading course elements and
implement them with fidelity to improve student reading comprehension and vocabulary
development.
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Course Syllabus
Student impact statement: Students in Second Chance Reading will learn to use research based
instructional strategies to increase their reading comprehension and vocabulary.
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)
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.
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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. Selection of materials for read/think
alouds, reader theaters, and skills lesson during instructional practices can address 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
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Course Syllabus
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
Outcome(s) (to be used in Rubric below)
1. Instructional Strategies: To learn the
instructional strategies and
management procedures of Second
Chance Reading sufficiently to begin
immediate implementation in
classrooms.
a) Coop. Comp. Lesson
b) Dictated Writing Lesson
c) Round Table
d) Inductive Thinking Lesson
2. To understand how Second Chance
Reading fits into the context of the
Iowa Professional Development Model
and your district’s Career Development
Plan.
3. Student Achievement Data:
 Standardized testing
 Fluency and comprehension
checks
 Vocabulary checks
 Individual reading monitoring
a) Lesson plans reflect six components of
Iowa Professional Development Model
b) Lesson plans are written weekly
4. Building Collaborative Team
a) Collaborative Teaming (SCR teachers
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a) SCR data will be collected, recorded, and
analyzed according to each individual
district’s goals and Career Development
Plan.
b) Data Collection/Analysis of Data
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Course Syllabus
and administrators)
b) Team Minutes/Support
c) Sharing of read/think aloud lessons and
skill building activities
d) Weekly planning around the needs of
students
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:10%
Demonstration: 30%
Practice: Collaboration (coaching, feedback, reflection): 60%
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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)
Goal 1 Outcomes:
Instructional Strategies
Goal 2 Outcomes:
One-Week Plans
Reflecting IPDM
Goal 3 Outcomes:
Student Achievement
Data
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Exemplary Demonstrates
good understanding and
skill
Accomplished
Demonstrates satisfactory
understanding and skill
Developing
Demonstrates some
understanding and skill
Beginning
Demonstrates little or no
understanding or skill
Points: 20
Points: 15
Points: 10
Points: 5
All four outcomes are
illustrated through a
comprehensive
lesson design
including Think Aloud
and Vocabulary as
stated on the
syllabus.
Three outcomes are
illustrated through a
quality lesson design
including Think Aloud
or Vocabulary as
stated on the
syllabus.
Two outcomes are
illustrated through the
lesson design
including either Think
Aloud or Vocabulary
as stated on the
syllabus.
One or none of the
outcomes is illustrated
through the lesson
design without
including Think Aloud
and Vocabulary on
the syllabus.
Three one-week
lesson plans for SCR
are submitted
demonstrating all six
components of IPDM.
Three one-week
lesson plans for SCR
are submitted
demonstrating five
components of IPDM,
Three one-week
lesson plans for SCR
are submitted
demonstrating four
components of IPDM,
Three one-week
lesson plans for SCR
are submitted
demonstrating fewer
than four
components of IPDM,
100% of SCR data
90% of SCR data has 75% of SCR data has Less than 75% of
has been entered in a been entered in a
been entered in a
SCR data has been
district data collection district data collection district data collection entered in a district
tool in the desired
tool in the desired
tool in the desired
data collection tool in
format.
format.
format.
the desired format.
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Mississippi Bend Area Education Agency
Course Syllabus
Goal 4 Outcomes:
Collaborative Teaming
Three samples of
collaborative team
minutes are submitted
to the instructor.
There is evidence that
teams met frequently.
Content of the
minutes is
comprehensive and
well organized.
Three samples of
collaborative team
minutes are submitted
to the instructor.
There is no evidence
that teams met
frequently. Content of
the minutes includes
essential information
and is well organized.

Reflects 15 collaborative hours completed per
NOTE: Do not include attendance as criterion each credit.
in the scoring; 100% attendance is required for
all levels of credit.
Participation Requirement
Less than three
samples of
collaborative team
minutes are submitted
to the instructor.
There is no evidence
that teams met
frequently. Content of
the minutes is
incomplete not well
organized.
Less than three
samples of
collaborative team
minutes are submitted
to the instructor.
Teams met
infrequently. Content
of the minutes is
incomplete without
organization.

--------------This criterion is
either met or not met. -------------
Does not reflect 15 collaborative hours
completed per each credit.
A = 80 to 72
B = 71 to 64
C = 63 to 56
D = 55 to 48
F = 47 to 0
Additional Comments:
Teachers need to discuss with their district administrators how to collect, record, and analyze the data from SDRT, Jamestown
Timed Readings, book talks, vocabulary assessments, etc. Each district can decide to also use other data including Iowa Test, MAP
(Measurement of Academic Progress), or other district assessments to measure growth of students and progress of programming.
Since data is no longer collected at the State level, each district will manage its own data.
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