Iowa Teacher
Development Academy Application 2006
Second Chance Reading (SCR)
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District: |
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Building(s) Requesting Participation: |
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Mailing Address: |
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E-mail address: |
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Contact Person: |
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Phone: |
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AEA: |
1)
Alignment
with District Career Development Plans (3 points):
Participation in SCR
must align with the district and building goals and support the target selected
for professional development in the District Career Development Plan and
building level plans for PD. Each public school district in Iowa has submitted
a District Career Development Plan as part of their CSIP. Prior to applying for
participation in this Academy, the district professional development leadership
team should review student data and the District Career Development Plan to
make sure that SCR aligns well with goals and professional development targets
established in the CSIP.
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List the reading
PD target for each building that is considering Second Chance: |
2)
Leadership
Team (3 points):
The district and/or
building should have a well functioning leadership team that plans professional
development, engages in decision making about how to sustain PD, and supports
the ongoing day to day work of implementing PD initiatives.
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Describe the
composition of the PD leadership team(s) that operate at the district and
building level and explain how the team(s) functions. Provide information
about how the team(s) will coordinate and support SCR efforts as part of the
district/building professional development. |
3) Time
for collaboration (5 points):
Adequate time is provided for teachers to engage in collaborative team meetings. One hour a week to engage in collaborative team meetings with other Second Chance teachers on the team would be appropriate (45 minutes per week would be the minimum).
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Briefly describe the schedule that will be provided for collaborative team meetings for SCR teachers: |
Students who are one or more years below grade level are appropriate candidates for SCR. However, students who are unable to decode should not be placed in a SCR classroom. The building data indicate a clear need for Second Chance.
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Building: |
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Summarize the
building reading data: Total # of
students Total # of free
and reduced lunch Total # of
minority students Total # of students
with IEPs Total # of ELL
students % proficient 8th
grade for whole population and disaggregated for subgroups % proficient 11th
grade for whole population and disaggregated for subgroups Optional: Any
other data from reading assessment instruments |
Repeat as needed for
additional buildings.
5)
Class
composition (3 points):
Second Chance is a specific class/course. It may be offered as a reading class, a reading elective, or a language arts lab. It is NOT appropriate to send teachers who intend to teach selected strategies of Second Chance Reading Model into an existing language arts or other content course. Typically, Second Chance at high school is provided for freshman students who stay in the class for a year. If students make adequate gains, they do not take Second Chance again for a second year. If a student is making gains, but is still behind in reading, the student may continue in Second Chance for another year. Students who are one or more years below grade level are appropriate candidates for SCR. However, students who are unable to decode should not be placed in an SCR classroom. A typical Second Chance class is likely to include some students with IEPs, but SCR classes should not include more than 20% students with disabilities. Second Chance classrooms generally have about 25 students.
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Number of Sections
of SCR |
Estimated number of students per section. |
Check one |
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Reading class |
Elective |
Lang. Arts Lab |
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_____building will
offer _____ sections of SCR: |
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6) Team Composition SCR (5 points):
Participating
districts must send a team. Teams must include at least 4 members and a maximum
of ten. Team members should include:
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Minimum of two
teachers who will be responsible for teaching at least 2 sections of SCR.
(Small districts may send a Middle School and a High School Teacher – these
teachers must be provided with time to meet together at least once a week.)
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Either a
principal or a central office administrator or both. At least one person who
has the authority to make decisions about student scheduling, resources,
teacher planning time, etc. must be on the team.
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Participation
by an AEA consultant is preferred but not required. Each participating school should contact their AEA consultant or
the Educational Services Director for
their AEA and discuss how the AEA might support this initiative. Schools may be asked by their AEA to include
a consultant on the Second Chance Team who is not assigned to their school.
Examples of typical teams:
Large High School
with 6 sections of Second Chance
Small High School
and Middle School with 2 sections of Second Chance
Licensure Requirements: Because the Second Chance class will be offered to
high school and middle school students, it is necessary to label the class as a
reading class, an elective, or as a language arts lab. To be the teacher of
record of a reading course, the teacher must have a secondary reading
endorsement (individuals
holding the K-6 reading endorsement can teach reading at the middle school) or a class B (conditional
endorsement). The language arts lab requires a language arts endorsed teacher.
If a special education teacher is
responsible for the class, he or she needs to have a reading endorsement, a
conditional endorsement, or team teach with an appropriately licensed teacher.
Please identify team members below. At this time you may list any unfilled
positions as “new hire.” You will be asked to complete the list prior to the
August training. Add rows as needed.
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Teacher’s Name |
Job Title |
Building |
Teacher’s Endorsement/ conditional |
Number of Sections Anticipated |
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Principal/Central office Name |
Job Title |
Building |
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7)
Current context at the building level (5 points):
For professional development to be effective it has to be fully sustained and supported. Competing initiatives make it difficult for a comprehensive effort to be fully implemented. Describe reading efforts currently underway at the building level by completing the items below.
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Describe current programs that are in place to serve struggling readers at the building level. Will SCR be added to the existing program(s) or replace it? If yes, please explain. Has the building PD in the last three years addressed reading problems of students? If yes, please describe any professional development that has focused on the reading needs of your students. |
8)
ICN information has been reviewed (3 points)
One or more individuals who have developed this application attended the orientation ICN session or viewed the video. An ICN session to explain the SCR program and application procedures will be held on January 13, 2006, 9-10:00 a.m. See the listing of sites at <http://www.state.ia.us/educate/ecese/tqt/tc/academy.html>.
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_____________________________________
viewed the ICN session or video. List name(s) |
9) Assurances
In order to be considered in this competition the district must assure that the following conditions will be in place. Either the superintendent or building administrator must commit to meeting these assurances by initialing each statement and completing the signature section.
a)
Resources
(required):
Each SCR classroom needs a
classroom library of low level/high interest fiction and nonfiction books.
Participants will receive a list of suggested titles and information about
where to order books. The size of the book order will depend on the number of
students and what is already available in the school. Each school will need to
assess their book collection and order books.
Each classroom will also need about $75 worth of supplies (file folders,
vocabulary boxes, post-it-notes, etc.).
Assurance: Resources will be provided.
__________________________________ Administrator’s initials
b)
Assessment
(required):
Participants must collect appropriate formative and
summative data. Measures will be explained during the Academy. Each student will be assessed using the
Stanford Diagnostic Reading Test and bi-weekly comprehension/fluency
informal measure (Jamestown Publishers Timed Readings), weekly assessments of
vocabulary, and ongoing record of independent reading monitored through book
talks. Participating schools will be
expected to collect summative assessment data as scheduled and submit the data
to the Teacher Development Academy Web Site (one person will be trained to
enter data).
Assurance: Assessments will be
conducted and data will be submitted to web site.
__________________________________
Administrator’s initials
c)
Participants must implement the program as designed
(required):
IMPLEMENTATION OF SCR IS A CONDITION OF
PARTICIPATION
Second Chance provides a defined
series of lessons and instructional strategies. In order to ensure that student
achievement gains occur, it is necessary to implement the strategies accurately
and frequently. A schedule for implementation is provided in the training.
Participants are expected to implement the initiative as designed. Only
teachers trained in the Academy should teach Second Chance. No one will provide training in SCR unless
they have acquired DE recognition to be a trainer.
Assurance: All team members will implement the initiative as designed.
Only teachers trained in Second Chance will teach Second Chance. No one will
provide training in SCR unless they have acquired DE recognition to be a
trainer.
__________________________________ Administrator's initials
d)
Full
attendance and engagement in all training sessions (required):
Participating
districts must agree to send each participant to every session. The training
includes 3 days in August 2006 and 4 days of follow-up training during the
school year. (After-school ICN sessions may also be scheduled.) Teachers will
be asked to submit implementation data on a regular basis to their collaborative
team. Twice a year implementation data and sample lesson plans will be
submitted to the trainer. Lesson plans are developed as a team activity.
Assurance: All team members will attend all 7 days of training.
Participants will submit logs and lesson plans as scheduled.
__________________________________ Administrator’s initials
10) AEA informed (required):
The AEA Educational
Services Director has been contacted to discuss this application and the AEA
role in supporting this initiative.
Assurance:
_______________________was contacted regarding AEA consultation to this
initiative.
List AEA name
11)
Signatures (required):
We agree that the team requesting application in this Academy will engage as described in the conditions of participation. The district will provide the supports listed in the condition of participation.
Principal Name Typed
Principal Signature Phone Number Date
Superintendent Name Typed
Superintendent Signature Phone Number Date
The submission of
applications will be via fax to Gretchen Kelley at 515-242-6025. Applications
will be due to the Department at 4:30 P.M. on February 10, 2006.