Mississippi Bend Area Education AgencyCourse 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, or2. The courses assist teachers in improving student learning performance, or3. The courses assist teachers in improving teaching evidenced through the adoption or application of practices,

strategies, and information.

Course Overview

Date Submitted:      Course title:  Verizon Mobile Learning Academy    Instructor:    Heather WhitmanEmail Address:   whitmanh@davenportschools.org   

Dates and Location

Face to Face Dates

At Wilson Elementary

Times(allow time for breaks/meals: 1 hour for

lunch; 2 – 15 minute breaks are standard)Minimum of 15 hours of seat time

per credit

Other info.

Sept. 25, 2017 (1)

Oct. 2, 2017 (2)

Oct. 9, 2017 (3)

Oct. 16, 2017 (4)

Oct. 23, 2017(5)

Oct. 30, 2017(6)

Nov. 6, 2017 (7)

All dates meet 3:30-6:15, 2.5 hours, except 12/6/17: 2:00-4:30)  

Assignment 1 BeginsVMLA Kick-Off  

Assignment 2 BeginsMeet with Instructional Consultant   Assignment 3 Begins

Assignment 4 BeginsMeet with Instructional Consultant   Assignment 5 Begins

Assignment 6 BeginsVMLA Mid-Point Webinar

Nov. 13, 2017 (8)

Nov. 27, 2017(9)

Dec. 4, 2017 (10)

Dec. 6, 2017 (11)Dec. 11, 2017 (12)

Assignment 7 BeginsMeet with Instructional ConsultantAssignment 8 Begins

#9 Meet with Instructional Consultant & Capstone Project BeginsVMLA Final Webinar(10)Meet with Instructional Consultant(11) Meet with Building Leadership team

(11)Capstone Project Due

All assignments due by:    Dec. 10th Dates grades will be posted:  Dec. 12th     

Location of course: Wilson Elementary  Address: 2002 N. Clark St.

Davenport, IA 52804      

Credit and Format Information

x☐ Relicensure credit only 2 credits (15 hours of seat time required; outside homework as outlined in rubric if necessary)

Number of Credits: 2

Audit x☐ No

CEUs available from AEA ☐ Yes: no. of Hours:             x☐ No

Appropriate for Paraeducator certificate Renewal    ☐ Yes x☐ NoAppropriate for Substitute Authorization certificate Renewal    ☐ Yes x☐ No

Type of professional development proposed (check those that apply):x☐ Building Only Course – Name of building: Wilson Elementary in Davenport

Instructor Reimbursement by (check one):  ☐ no pay (teaching as part of AEA employee assignment or other arrangements)

Target Audience:Grade Level(s) : All are invited.      Content Area(s): All are invited.     

Minimum class size 4           Maximum class size      10 

Course Type     ☐ Content   x☐ Pedagogy

Category

Technology integration

Course materials neededx☐ None or provided by the instructor at no cost to participants

Course Outline

Published Course Description for website:This course is designed to provide you with an overview of what mobile learning is to help unravel the term and actual classroom implications. This is followed by activities designed to allow you to determine the readiness of an establishment for a mobile learning initiative. ISTE’s Essential Conditions are used to support a thorough evaluation of the implementation site. Findings will be crafted into a presentation to highlight areas of strength, as well as those areas of weakness. This is followed by a more in-depth Assignment to answer some crucial questions related to the actual workings of a site that has or is adopting a mobile learning initiative. This course will provide you with a springboard of information and ideas to ensure your mobile learning initiative is a successful one. This course is developed around ISTE’s Standards. This includes a strong emphasis on Teachers (ISTE Standards-T), Administrators (ISTE Standards-A), and Technology Coaches (ISTE Standards-C). These standards are woven throughout the activities in this course.

Describe the best practices to support the course goals/outcomes described in the next section: Teacher impact statement:  Teachers will reflect upon their current practices involving the integration of technology. The course focuses on teamwork and collaborating with others at the building level, globally in the google plus world, and with other cohorts across the country. The results of this course will be shared with the Building Leadership Team to further develop improvement building wide as well.     Student impact statement:  Through the work of the staff, students will see an increased use of technology integrating best practices to accelerate learning which will hopefully lead to more student achievement based upon assessments at the district and state level.  

Iowa Teaching Standard(s) being addressed; check all that apply:

x☐ 1: Demonstrates ability to enhance academic performance and support for implementation of the school district’s student achievement goals.x☐ 2: Demonstrates competence in content knowledge appropriate to the teaching position.x☐ 3: Demonstrates competence in planning and preparing for instruction.x☐ 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.x☐ 5: Uses a variety of methods to monitor student learning.☐ 6: Demonstrates competence in classroom management.x☐ 7: Engages in professional growth.☐ 8: Fulfills professional responsibilities established by the school district.

Iowa Leadership Standard(s) being addressed; check all that apply:x☐ 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)x☐ 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)

x☐ 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)x☐ 5: An educational leader promotes the success of all students by acting with integrity, fairness and in an ethical manner. (Ethics)x☐ 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 coursesWhat district or building goals does this course support? Below is the entire plan, and I feel it impacts all areas for students- behaviors, math, and reading.

WILSON Teaching and Learning Plan2016-2017

DCSD Improvement Plan

Student Achievement Goal Statements-SMART goals

Goal Area District/Level SMART Goal Building Smart GoalBuildings will write a SMART goal for each

DCSD priority goal.

Student Achievement

IA Reading-Proficiency

80% of all tested students 3-5, will be proficient on the reading subtest of the Iowa Assessments, or the number of students who are proficient will increase by 5%, from the previous year.

68% of all tested students 3-5, will be proficient on the reading subtest of the Iowa Assessments

IA Reading-Growth 80% of all tested students grades 4th, 5th   will make one year’s growth based on the National Standard Score (NSS) of the Iowa Assessments Reading Subtest.

58%  of all tested students grades 4th, 5th will make one year’s growth based on the National Standard Score (NSS) of the Iowa Assessments Reading Subtest.

IA Math-Proficiency 80% of all tested students 3-5, 6-8, and 9-11 will be proficient on the math subtest of the Iowa Assessments, or the number of students who are proficient will increase by 5%, from the previous year.

74% of all tested students 3-5 will be proficient on the math subtest of the Iowa Assessments, or the number of students who are proficient will increase by 5%, from the previous year.

IA Math-Growth 80% of all tested students grades  4th, 5th will make one year’s growth based on the National Standard Score (NSS) of the Iowa Assessments Math Subtest.

48% of all tested students grades  4th, 5th will make one year’s growth based on the National Standard Score (NSS) of the Iowa Assessments Math Subtest.

FAST earlyReading/CBM

The percentage of students who are meeting benchmark on the FAST Early Reading Composite will be 80% or higher by the spring administration.

The percentage of kindergarten students who are meeting benchmark on the FAST Early Reading Composite will be 65 % or

The percentage of students who are meeting benchmark on the FAST CBM subtest with at least 95% accuracy will be 80% or higher by the spring administration.

The percentage of students who are meeting benchmark on the aReading assessment will be 80% or higher by the spring administration.

higher by the spring administration.

The percentage of first grade  students who are meeting benchmark on the FAST Early Reading Composite will be 60% or higher by the spring administration.

63% of 2nd grade students will  meet benchmark on the a Reading assessment by the spring administration.

58% of 3rd grade students will meet benchmark on the a Reading assessment by the spring administration.

50% of 4th grade students will meet benchmark on the a Reading assessment by the spring administration.

60% of 5th students will  meet benchmark on the a Reading assessment by the spring administration.

FAST aMath The percentage of students who are meeting benchmark on the aMath assessment will be 80% or higher by the spring administration.

60% of kindergarten students will meet benchmark on the a Math assessment by the spring administration.

61% of 1st grade students will meet benchmark on the a Math assessment by the spring administration.

60% of second graders will meet benchmark on the a Math assessment by the spring administration.

55% Of third graders will meet benchmark on the a Math assessment  by the spring administration.

80% of fourth graders will meet benchmark on the a Math assessment by the spring administration.

40% of fifth graders will meet benchmark on the a Math assessment by the spring administration.

Attendance

Student Attendance The District Attendance Average (ADA)  will be at or above 95%.  The percentage of students who have chronic absences (89% ADA or below) will be reduced by 10% as measured by attendance data using Infinite Campus.

Current percentage of 12.2% will be reduced by 10%+  as measured by      attendance data using Infinite Campus (move to 10%).

Behavior

Referrals The District will reduce the office referral rate by 10% from the previous year.  The subgroup percentages of students receiving referrals will be similar to the overall building subgroup percentages as measured by the building discipline data.

Maintain current percentage of .1 students receiving referrals will be similar to the overall building subgroup percentages as measured by the building discipline data.(keep each subgroup below .5)

Suspensions The district, will not exceed the 0.6 index rate for the number of days of suspension.

The district, will not exceed the  0.6 index rate for all subgroups or subgroups above the 0.6 index rate, there will be a 10% reduction in the number of days of suspension from the previous year.

Note:  Note:  The index rate is defined as  the average days of suspension per student.

Maintain from last year

Maintain

Additional Student Achievement Goal Statements-SMART goals

Goal AreaDistrict/Level SMART Goal Building Smart Goal

Buildings will determine whether they write an additional goal for these areas.

Words to Fluency The percentage of students who are Meets on the spring administration of the Words to Fluency Assessment will be 80% or higher.

The percentage of students who are Meets on the spring administration of the Words to Fluency Assessment will increase by 100%

Mandatory Summer School

The percentage of students who are required to attend summer school will decrease from the previous year’s results by 10% as measured by Spring FAST Assessment.

3rd grade students required to attend summer school will decrease from the previous year’s results by 10% as measured by Spring FAST Assessment.

Math Facts to Fluency

The percentage of students who are Meets on the spring administration of the Facts to Fluency Assessments will be 80% or higher.

First grade students who are Meets on the spring administration of the addition Facts to Fluency Assessments will be 80% or higher.

First grade students who are Meets on the spring administration of the Subtraction Facts to Fluency Assessments.

Second grade students will Meet on the spring administration of the addition   and subtraction Facts to Fluency Assessments.

60% of third grade students will be Meets on the spring administration of the Facts to Fluency Assessments.

60% of fourth grade students will be Meets on the spring administration of the

Facts to Fluency Assessments.

72% of fifth grade students will Meet on the spring administration of the Facts to Fluency Assessment..

Tier 3 Interventions

The percentage of successful  Tier 3 interventions as measured by students who exit Tier 3 and receive all instruction in Core and Tier 2 will increase annually.

of successful  Tier 3 interventions as measured by students who exit Tier 3 and receive all instruction in Core and Tier 2 will  increase annually.

     What follow up will be done to after the completion of this course?On a personal level, each participant will use this information to help teach more effectively and/or guide others to do the same. At the building level, we will take our action plans and discussions to the building leadership team. The building leadership team will use this information and find ways to apply the learning to other areas such as CTT (title of our PLC). We can also take this information to our other areas of curriculum, special education, art, and library meetings, to help others across the district. We will also share this information with the superintendent and other administrative staff..

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.x☐  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?

x☐  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?

x☐  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 socio-economic backgrounds who may struggle academically?  5) Does this course include learning about instructional strategies that will engage SES students in learning?

x☐  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?

x☐  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.   The bottom line is that we will evaluate how to teach to all students more effectively, not matter their race, gender, primary language, and/or disability. Our discussions will look at the different ways to integrate learning for all students. The majority of issues listed above could be discussed in some format or another. Throughout this course, we will discuss teaching to all, meeting the emotional needs of all, and understanding digital citizenship/literacy. During webinars and meetings, we will gather more learning from others globally.

 

 

Course Goals, Outcomes and Evaluation

Iowa Core statementResources: 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:x☐ Literacy☐ Mathematics☐ Science☐ Social Studiesx☐ 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 measurable 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)?

Module 1: Discovery In this module you will be gauging your institution’s readiness for implementing mobile learning.Assignment 1 - Evaluating the mLearning Landscape

Assignment 2 - Responsibilities, Issues, and Plans

Module 2: Mobile Technologies and Applying Frameworks This module will enable you to get the most from the device you have selected and effectively apply a framework for mobile learning.Assignment 3 - Understanding Your Device.Assignment 4 - Framework for Technology Integration and Effective Integration

Module 3: Design Activities and Modeling For this module you will be designing collaborative and creative mobile learning experiences for your students and also model effective mobile learning strategies.Assignment 5 - The Wheel of PadagogyAssignment 6 - Designing Mobile Learning Lessons

Module 4: Digital Citizenship For this module, you will be teaching and modeling safe online practices for students as they use their mobile devices to create and share content.Assignment 7 - Mobile Device ExpectationsAssignment 8 - Modeling Digital Citizenship

Module 5: Policies and Management For this module, you will be drawing together all that you have learned from this course to think how you want to continue forward as a school/district. This final assignment will enable you to design a plan for that future.

Capstone Project: Mobile Learning Action Plan

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. Demonstration of learning will be evident when teachers began to teach others what they have learned and apply this to their own classroom thinking. Lastly, we will implement what we learned at the building level and possibly the district level as well.

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.   Standard 5- Engage in Professional growth and leadership   

 a. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.    

2.      See attached goals and rubrics for all

modules

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: 15%Demonstration: 10%   Practice: Collaboration (coaching, feedback, reflection):  75%     

To pass, participants must earn an A or a B. A =    96 (or higher)   to 86     B =     85  to  77    F =   76 or lower   

Additional Comments:  

The weighting of the rubric: 4 (transforming), 3, 2, 1, (beginning). Proficiency in each section will be given 3 points. Each module has 4 aspects to the rubric. Thus, being proficient in all areas of the rubric is 96 points. Some people may score over 96.