DCIU CONTINUING PROFESSIONAL EDUCATION COURSE PROPOSAL DEAR PROSPECTIVE INSTRUCTOR

1. TITLE OF COURSE:

Insert the title of your proposed course here.

2. COURSE SUBJECT AREA:

Insert the subject area of your proposed course here.

3. NUMBER OF CREDITS:

Note: Instructor compensation varies by enrollment and number of credits:

5-7 students ($500/cr.)

8-15 students ($900/cr.)

16+ students ($1200/credit)

1, 2, or 3. Requirements for each credit are 14 hours of class (face-to-face) time and 16 hours of out-of-class work. (i.e. a 2 credit course requires 28 hours of class time plus 32 hours of out-of-class assignments.)

4. ENROLLMENT MAXIMUM:

(Minimum number of students is 5)

Instructor compensation varies by enrollment and number of credits. See #4 for more info.

5. DELIVERY METHOD: Describe the delivery method for this course.

1. TITLE AND DESCRIPTION OF COURSE:

Describe/explain the following:

• Course content with specific, clear goals to increase student achievement

• Course alignment with the PA Academic Standards; Resiliency framework (if social-emotional content) or alignment with other applicable standards

     

2. STATEMENT OF NEED:

Describe the need for the course and how the need is validated through recent data or documentation applicable to, or originating from, the IU's service region (i.e., assessment of teachers' needs conducted by regional in-service council; PSSA data from districts in the region, U.S. Census data, documented needs from sources such as PA Depts. of Education, Health, Labor and Industry; professional educational organizations; state or federal laws and regulations)?

     

3. Measurable Competencies

(LEARNING OBJECTIVES):

Include/describe/identify the following:

• Learning objectives stated in behavioral and measurable terms

• Relationship between the competencies and the course content

• Competencies state the criteria for acceptable performance

• Relationship between the competencies and the Statement of Need

     

4. Means of Developing Competencies (LEARNING OBJECTIVES):

Describe/explain the following:

• How the competencies were identified

• How the competencies are realistic and achievable within the time allocated

• How there is a clear relationship between means and competencies

     

5. STRATEGIES/METHODS OF INSTRUCTION:

Identify the specific instructional strategies or methods to be used and describe how they enable learners to attain the stated competencies?

(You may be required to submit copies of your assessment instruments at the end of the course.)

      

6. CONTENT/PROFICIENCY ASSESSMENT:

Include/describe/identify the following:

• Session by session content outline or syllabus

• Culminating project applicable to participants' areas of assignment

• Criteria used to assess participants' attainment of the competencies (learning objectives)

• How the method of assessment to be used is capable of determining attainment or fulfillment of the competencies

• How the method of assessment is aligned with the identified competencies

     

7. ADMINISTRATIVE RESPONSIBILITY:

Mr. Michael K. Webb,

Director of Quality Schools

Delaware County Intermediate Unit

8. Provisions FOR FOLLOW-UP:

Describe the follow-up activities or procedures to be undertaken to ascertain the course's effect on increasing student achievement through improved instruction.

     

9. PLANS FOR PARTICIPANT

SATISFACTION SURVEY:

Describe/identify/include the following:

• Opportunity for the participants to evaluate the course and the instructor

• Participant satisfaction survey to be used as input for improving course content or instructional methods

The DCIU Continuing Professional Education evaluation form will be used to evaluate the course.

10. COURSE DESIGN/ GRADUATE LEVEL REQUIREMENTS:

Include/describe/identify the following:

• How the course meets the requirements of a graduate level offering (i.e., minimum of 14 hours in-class and 16 hours out-of-class independent study or project work per credit equivalent)

• Enrollment limits, if any

• Teaching certifications that will be supported by taking this course for professional development

     

COURSE OUTLINE: (Complete the following session by session outline in the table provided.)

SESSION #

DATES/TIMES (or N/A if online)

CONTENT

INSTRUCTIONAL METHOD

# HOURS OF INSTRUCTIONAL TIME

# HOURS OUT OF CLASS WORK

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

TOTAL NUMBER HOURS: (Instructional & out-of-class work)

     

     

Name

     

Professional Title

     

Full Time Employer

     

Work Address (street, city, state, zip)

     

Work Phone

     

Home Address (street, city, state, zip)

     

Home Phone

     

e-mail Address

     

Part Time Employer ( + street, city, state, zip)

     

Education History:

Year Received

Institution

Field of Study

Bachelor’s

     

     

     

Master’s

     

     

     

Doctoral

     

     

     

Other

     

     

     

Teaching Experience (Include # of years at each level taught)

Higher Education:      

Secondary Education:      

Elementary Education:      

Colleges and Years where Instructor has taught:      

Schools and Years where Instructor has taught:      

Recent experiences related to this course proposal:      

Title of this CPE course:      

Signature:

Date:      

1. TITLE AND DESCRIPTION OF COURSE:

Describe/explain the following:

• Course content with specific, clear goals to increase student achievement

• Course alignment with the PA Academic Standards; Resiliency framework (if social-emotional content) or alignment with other applicable standards

Instructional Activities for Struggling Secondary Readers targets educational professionals working with secondary students with the purpose of promoting effective reading instruction for struggling readers. An overview of the components of reading, strategies for developing effective instructional intervention plans, comprehensive assessment processes, identifying learner challenges, learner accommodations and research-based strategies for instructing struggling secondary students in the areas of vocabulary development, word strategies, word consciousness, and comprehension will be presented.

2. STATEMENT OF NEED:

Describe the need for the course and how the need is validated through recent data or documentation applicable to, or originating from, the IU's service region (i.e., assessment of teachers' needs conducted by regional in-service council; PSSA data from districts in the region, U.S. Census data, documented needs from sources such as PA Depts. of Education, Health, Labor and Industry; professional educational organizations; state or federal laws and regulations)?

For secondary-level students in grades seven through twelve, the social and economic consequences of not reading well can be cumulative and profound: the failure to attain a high school diploma, a barrier to higher education, underemployment or unemployment, and difficulty in managing personal and family life. Years of failing at what is deemed a hallmark of intelligence and worth can also leave struggling readers with emotional consequences, such as anxiety and low self-esteem, that affect personality and interpersonal relationships. These effects within and beyond the classroom walls show that by the secondary grades educators can no longer defer solutions to future development or instruction. A disproportional number of students in culturally and linguistically diverse (CLD), English as a Second Language (ESL) and low-income populations fell below Basic Level proficiency at both grades 8 and 12 (Donahue, Voelkl, Campbell, & Mazzeo, 1999). National longitudinal studies show that approximately 75% of those with reading problems in third grade still experience reading difficulties in the ninth grade (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher 1996; Shaywitz, Holahan, & Shaywitz, 1992).

Most secondary teachers have not learned instructional strategies to teach reading in their pre-service teacher preparation programs, as these strategies are associated with elementary school instruction. Secondary teachers need reliable, research-based instructional strategies and methods to recognize struggling readers and to intervene on their behalf.

3. Measurable Competencies

(LEARNING OBJECTIVES):

Include/describe/identify the following:

• Learning objectives stated in behavioral and measurable terms

• Relationship between the competencies and the course content

• Competencies state the criteria for acceptable performance

• Relationship between the competencies and the Statement of Need

Teachers will be able to:

• Screen students for reading readiness, interest and learning style

• Diagnose a variety of learner challenges in reading comprehension.

• Monitor ongoing student progress

• Recognize learner challenges

• Employ learner accommodations

• Identify factors that interfere with reading comprehension

• Employ strategies for improving reading comprehension

• Vocabulary instruction; specific word strategies; word consciousness; cooperative learning; comprehension monitoring; graphic organizers; answering questions; and summarization.

4. Means of Developing Competencies (LEARNING OBJECTIVES):

Describe/explain the following:

• How the competencies were identified

• How the competencies are realistic and achievable within the time allocated

• How there is a clear relationship between means and competencies

Participants will be involved in reading peer-reviewed scholarly articles and hands-on activities such as creating lesson plans for implementing their new skills. Participation in discussion board topics will enable students to review their questions, concerns and findings with other students and with the instructor.

5. STRATEGIES/METHODS OF INSTRUCTION:

Identify the specific instructional strategies or methods to be used and describe how they enable learners to attain the stated competencies?

(You may be required to submit copies of your assessment instruments at the end of the course.)

Reading, summarizing and synthesizing research-based methods for improving reading comprehension for struggling secondary students; creation of a standards-based unit for screening, diagnosing, progress monitoring reading difficulties and for implementing strategic interventions.

6. CONTENT/PROFICIENCY ASSESSMENT:

Include/describe/identify the following:

• Session by session content outline or syllabus

• Culminating project applicable to participants' areas of assignment

• Criteria used to assess participants' attainment of the competencies (learning objectives)

• How the method of assessment to be used is capable of determining attainment or fulfillment of the competencies

• How the method of assessment is aligned with the identified competencies

Participants will create a standards-based unit for screening, diagnosing, progress monitoring reading difficulties, and for implementing strategic interventions. Included in the unit will be lesson plans for implementing the learned strategies. Participation in discussion board topics will enable students to review their questions, concerns and findings with other students and with the instructor.

7. ADMINISTRATIVE RESPONSIBILITY:

Dr. Kim G. Maguire, Director of Curriculum, Instruction, and Assessment

Delaware County Intermediate Unit

8. Provisions FOR FOLLOW-UP:

Describe the follow-up activities or procedures to be undertaken to ascertain the course's effect on increasing student achievement through improved instruction.

The instructor is the Director of Curriculum at the DCIU and is accessible through telephone, email and face-to-face conferences. Technology will be used for further communication, such as the class web, and blog.

9. PLANS FOR PARTICIPANT

SATISFACTION SURVEY:

Describe/identify/include the following:

• Opportunity for the participants to evaluate the course and the instructor

• Participant satisfaction survey to be used as input for improving course content or instructional methods

The DCIU Continuing Professional Education evaluation form will be used to evaluate the course.

10. COURSE DESIGN/ GRADUATE LEVEL REQUIREMENTS:

Include/describe/identify the following:

• How the course meets the requirements of a graduate level offering (i.e., minimum of 14 hours in-class and 16 hours out-of-class independent study or project work per credit equivalent)

• Enrollment limits, if any

• Teaching certifications that will be supported by taking this course for professional development

“Statewide Approval Requested”

The course is designed for classroom teachers from grades 6-12 in all subject areas and disciplines; for reading specialists; reading coaches; school and district administrators.

The Delaware County Intermediate Unit 25 Continuing Professional Education review committee has designated this course as graduate level based upon the following criteria:

This standards-based course includes the most up-to-date research, peer reviewed articles and workbook readings related to interventions for struggling secondary students. Fifteen hours of instruction will be delivered, and fifteen additional hours of research, reflection, written response and unit plan creation are required. This class builds on the existing skills of secondary teachers, who must have a working knowledge of disparities in students’ reading comprehension skills. The reflection papers as well as the culminating unit plan that participants must complete, has direct application to the educator’s area.