Illinois Reading Recovery®
Center for Literacy
Partnerships in Comprehensive Literacy
National Louis University
Strategic Processing Special Education Coach
Application and Commitment Forms
2015-2016 School Year
Application Deadline: June 15, 2015
Submit forms, vita, photo copy of transcripts and $1000
non-refundable deposit payable to National Louis
University to:
Dr. Mary Ann Poparad
Director and University Trainer
National Louis University
Reading Recovery
850 Warrenville Road
Lisle, IL 60532
Mary.Poparad@nl.edu
Phone and Fax: 630-874-4120
Page 1 of 9
STRATEGIC PROCESSING –SPECIAL EDUCATION COACH APPLICATION
2015-2016 School Year
The Illinois Reading Recovery® Center for Literacy at National Louis University (NLU) is
committed to preparing literacy coaches for their unique roles and responsibilities in school
improvement processes including Strategic Processing in Special Education (SPSE) Coaches. The
role of the SPSE Coach is to provide job-embedded professional development for special education
teachers in implementing a portfolio of small group interventions in grades K-12. The SPSE coach
must be employed in a district implementing the Comprehensive Intervention Model (CIM),
including full implementation of Reading Recovery.
The coursework for the Strategic Processing in Special Education (SPSE) coach is an 18-hour
program of study designed for individuals who already have a master’s degree and/or a minimum of
12 hours of appropriate reading coursework and who are seeking specialized training as a Literacy
Coach. The SPSE coach attends training with General Education Literacy Coaches and collaborates
with Reading Recovery Teacher Leaders in the implementation of a Comprehensive Intervention
Model for supporting students with learning disabilities.
Admission requirements include:
•
Application that demonstrates background experiences and dispositions for becoming a
literacy coach, including a curriculum vita` of professional experiences
•
Experience of leadership roles in a school, e.g., teacher leader, staff developer, school
mentor, or similar role
•
Application from district and school administrators providing assurances that the candidate
will be able to perform the roles and responsibilities of the Strategic Processing for Special
Education Coach, including support for attending all classes during the training year.
In addition, the strategic processing coach candidate must meet all university requirements
for the Graduate School:
•
A valid teaching license
•
Master’s degree (or higher) from an accredited institution with a cumulative grade point
average of at least 3.0.
Graduate Program of Study Requirements
To meet the International Reading Association (IRA) Standards for Reading Professionals, the
Literacy Coach program of study focuses on five major areas of preparation: 1) literacy theory and
research, 2) literacy instruction and interventions, 3) literacy assessments; 4) literacy coaching, and
5) supervising and coordinating a literacy program. The SPSE program is based on a mutual
adaptation theory that merges reading education, general education and special education into a
unique model for training special education teachers as strategic processing specialists. The
responsibilities of the SPSE Coach are organized to include: 1) 70-75% of time training and
coaching special education teachers in research-based interventions 2) 15-20% of time teaching a
small group of SE students in a research-based intervention; and 3) 15-20% of time coordinating,
monitoring, and assessing the district’s intervention program, including participating in intervention
meetings and preparing intervention reports. Additional information on the Literacy Coach program
can be obtained at www.illinoisreadingrecovery.org .
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STRATEGIC PROCESSING IN SPECIAL EDUCATION COACH APPLICATION
Contact Information
2015-2016 School Year
SECTION I --- IDENTIFYING INFORMATION: SUPERVISOR
Supervisor’s Name: Enter a Supervisor’s Name
School Name: Enter School Name
Grades: Enter Grade Levels
Work Address: Enter Work Address
Phone (W): Enter Work Phone Number
Work E-mail: Enter Work Email
SECTION II --- IDENTIFYING INFORMATION: STRATEGIC PROCESSING COACH
Coach’s Name: Enter Full Coach’s Name
Phone (H): Enter Home Phone
Phone (Cell): Enter Home Phone
Home E-mail: Enter Home Email
Home Address: Enter Home Email
School Name: Enter School Name
School Address: Enter School Address
Phone (W): Enter Work Phone
Work E-mail: Enter Work Email
A minimum of three years of teaching experience is required.
Total number of years of teaching experience in the following:
Pre-K
K-2
3-5
6-8
9-12
RR
RR Teacher Leader
Page 3 of 9
Title 1
Curriculum Vita’
Please fill out the curriculum vita. You can use more than one page to complete the form.
Academic Degrees/Preparation Programs:
Click Here to Enter
Teaching License (additional certifications):
Click Here to Enter
Academic Awards or Honors (e.g, scholarships, National Board, recognitions, etc):
Click Here to Enter
Membership in Professional Organizations:
Click Here to Enter
Presentations or Other Professional Accomplishments:
Click Here to Enter
Service to the Teaching Profession (e.g., school committees, professional offices, etc):
Click Here to Enter
Reading Courses:
Click Here to Enter
Additional Comments:
Click Here to Enter
Page 4 of 9
ASSURANCES: DISTRICT SUPERINTENDENT
Superintendent Commitment Form
2015-2016 School Year
School/District: Click Here to Enter Reading Recovery Teacher Leader: Enter RR Teacher Leader
Superintendent: Enter Superintendent Superintendent’s Email: Enter Superintendent’s Email
SUPERINTENDENT IN A DISTRICT CIM SITE

Understands the importance of implementing the Strategic Processing in Special Education
(SPSE) layer of the Comprehensive Intervention Model (CIM) with quality and integrity.

Commits to funding the Strategic Processing in Special Education (SPSE) layer of the
Comprehensive Intervention Model (CIM).

Supports funding for the necessary materials to implement the SPSE layer of the CIM.

Supports funding for the SPSE Coach to participate in all training requirements of university
coursework, resulting in a Literacy Coach certificate.

Supports funding for special education teachers to participate in all training requirements and
graduate university coursework. This training will be provided by the SPSE Coach in years
following the initial training year.

Supports funding for the SPSE Coach to attend all CIM professional development, the annual
Illinois Reading Recovery Literacy conference, and Spring Academy at UALR.

Supports CIM administrators in attending the Network of Literacy Administrators (NLA)
organization (usually held within a district) or other leadership events related to the effective
implementation of the model.

Supports SPSE Coach in performing the roles and responsibilities of a literacy coach for special
education teachers.
______________________________________
Superintendent’s Signature
__________________________________
Date
Page 5 of 9
ASSURANCES: SUPERVISOR
Supervisor Commitment Form
2015 -2016 School Year
District: Enter School District
Supervisor: Enter Supervisor
Job Title: Enter Job Title
Email: Enter Email
SUPERVISOR OF STRATEGIC PROCESSING IN SPECIAL EDUCATION COACH

Understands the importance of implementing the Strategic Processing in Special Education
(SPSE) layer of the Comprehensive Intervention Model (CIM) with quality and integrity.

Demonstrates knowledge of the roles and responsibilities of a SPSE Coach and supports the
coach in implementing these roles with consistency and integrity.

Commits to funding the Strategic Processing in Special Education (SPSE) layer of the
Comprehensive Intervention Model (CIM).

Secures funding for the strategic processing model coach to participate in all training
requirements offered by the university training center, including appropriate coursework for the
preparation of literacy coaches.

Secures funding for special education teachers to participate in all training requirements and
university coursework. This training will be provided by the SPSE Coaches in years following
the initial training year.

Secures funding for the SPSE Coach to purchase professional materials for the special education
teachers, including individual copies of core texts and checkout copies of videos and
publications.

Secures funding for the purchase of instructional materials, including leveled texts, Big Books,
and sets of books organized by genre, type, or other literacy characteristics.

Secures funding for the SPSE Coach to attend CIM professional development, including the
annual Illinois Reading Recovery Literacy conference and Spring Academy at UALR.

Secures funding for special education teachers to attend professional development opportunities
related to the successful implementation of the CIM.
Page 6 of 9

Supports the implementation of intervention team meetings, peer observations, and action
research.

Collaborates with the SPSE Coach on designing school-wide literacy intervention plans across
the grades.

Collaborates with the SPSE Coach on designing a seamless assessment system, including a
comprehensive portfolio of formative assessments for informing instruction.

Collaborates with the SPSE Coach on data collection and analysis, including preparing an
annual report on student achievement

Participates in conferences, institutes, or other professional development relevant to the
successful implementation of the Comprehensive Intervention Model (CIM).

Participates in the Network of Literacy Administrators (NLA) organization and attends meetings
in affiliated CIM sites within the district or other regions.
______________________________________
Supervisor’s Signature
________________________________
Date
Page 7 of 9
ASSURANCES: STRATEGIC PROCESSING IN SPECIAL
EDUCATION (SPSE) COACH
Strategic Processing in Special Education Coach’s Commitment Form
2015-2016 School Year
District: Enter School District
Strategic Processing Coach: Enter Strategic Processing Coach
STRATEGIC PROCESSING IN SPECIAL EDUCATION COACH IN A PCL DISTRICT

Demonstrates knowledge of the features of the Comprehensive Intervention Model (CIM),
including how the model fits within the principles of a Response to Intervention approach, and
understands the importance of implementing the model with consistency and integrity.

Demonstrates knowledge of the roles and responsibilities of a Strategic Processing in Special
Education Coach and implements these roles with consistency and integrity.
•
Enrolls in coursework for the specialized program of study for the preparation of a Strategic
Processing in Special Education Coach at an affiliated CIM University Training Center, earning
18 graduate credit hours and a certificate diploma as a literacy coach.
Graduate credit course work focuses on clinical experiences based on an apprenticeship
framework for learning-on-the job, including collaborating with general education teachers
in aligning intervention and classroom instruction, implementing research-based small
group interventions for special education students; participating in intervention team
meetings; and monitoring student progress across interventions and general education
settings; theoretical models for understanding change over time in literacy processing,
theories of apprenticeship learning and transfer, contingent scaffolding, reading and
writing processes, comprehension, and the development of self-regulated learners; and
leadership models with an emphasis on training special education teachers in strategic
processing interventions; coaching continuum; and data collection and analysis.

Interns in a CIM class or a Literacy Lessons class with a Reading Recovery Teacher Leader
during the initial training year.

Provides appropriate small group interventions (within the CIM portfolio of interventions) to
special education students; collects data, monitors student progress, provides demonstration
lessons to special education teachers, and brings teaching videos to university training class.
•
Makes arrangements for a minimum of one full-day site visit by a University or Clinical Coach
Trainer from the University Training Center. Prepares to be observed in a variety of situations,
including teaching an intervention group, coaching teachers, leading a professional learning
community, working with the administration, and other relevant experiences.

Begins plans for offering graduate coursework (one class per quarter) for special education
teachers in the district. Collaborates with National Louis University on the process and ensures
that course syllabi are prepared prior to the first training class for special education teachers.
Page 8 of 9

Presents awareness sessions on the model to schools within the district and works with Reading
Recovery teacher leaders and building administrators on school plans and other transitional
processes to prepare the school for a quality CIM implementation.
•
Attends CIM Summer Institute (in Year 1), annual Illinois Reading Recovery Comprehensive
Literacy Conference, and UALR Spring Literacy Academy.

Collaborates with Reading Recovery teacher leaders and teachers to prepare an annual report on
the SPSE model in the district and shares information with all stakeholders, including the CIM
University Training Center at National Louis University.
•
Attends all required professional development at the NLU Training Center for as long as the
district remains a CIM site.
•
Spotlights and advocates for the CIM with parents, staff, district administrators, and school
board members.
________________________________________
SPSE Coach Signature
___________________________
Date
Please forward the completed application form, commitment forms, applicant’s vita, photocopy of transcripts
and $1000 non-refundable deposit payable to National Louis University by June 15, 2015
to:
Dr. Mary Ann Poparad, Director and University Trainer
National Louis University
Reading Recovery Center
850 Warrenville Road
Lisle, IL 60532
Mary.Poparad@nl.edu
Phone and Fax: 630-874-4120
Page 9 of 9