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CIM Program Requirements, Description, and Application Information

The major role of the CIM Literacy Intervention Coach is to implement comprehensive literacy changes at the district level.  Application to the CIM program is made not only on the part of the literacy intervention coaching candidate but also on the part of the district or area education agency.  Applying for the program is an explicit commitment by the coach, director, and the superintendent or AEA chief administrator to join with the PCL network in transforming their literacy teaching according to the principles of effective practice articulated in the PCL features, standards, and guidelines. Click here for more details about PCL schools.

Program Admission Requirments
Coaching applicants must

  • hold a master's degree in literacy education or other related field; 
  • hold a valid teaching license;
  • be employed as a literacy intervention coach in their district or AEA or be under contract to be the literacy coach during the preparation year;
  • have a minimum of three years of teaching experience; and
  • meet UNI requirements for admission to graduate study.
  • A final requirement is that Reading Recovery must be one of the components of the literacy program in the districts served by the CIM Literacy Intervention Coach.

In addition, it is recommended that coaching applicants have experience in school leadership roles such as teacher leader, instructional coach or strategist, staff developer, or school administrator.

The applicant's director of curriculum, and instruction (or equivalent, if applicable) and superintendent (school district) or director of  instructional services and chief administrator (AEA) must also complete the appropriate sections of the application. These sections assure their commitment to adhere to the features, standards and guidelines of PCL and their support of the coaching applicant in the performance of the roles and responsibilities of a CIM Literacy Intervention Coach.

Click here to go to the application form.

Preparation Program Description
The CIM Literacy Intervention Coaching program runs over the course of a full academic year beginning with a summer institute and includes 21 hours of UNI graduate-credit coursework. Courses include the following:

Summer Institute:  LITED 7320 Coaching in the Comprehensive Intervention Model (3 hrs.). Students attend a four-day institute at the Jacobson Center in Cedar Falls and complete online coursework following the institute. 


LITED 7304 Literacy Leadership I  (3 hrs)
LITED 7307 Theories of Reading and Writing Processes (3 hrs.)
ELEMECML 6201 Issues and Tends in Curriculum (3 hrs.)

LITED 7397 Practicum in Reading (3 hrs.)
LITED 7306 Theories of Reading Difficulties (3 hrs.)
LITED 7305 Literacy Leadership II (3 hrs.) 

During the fall and spring semesters, coaches-in-preparation begin working on implementation of the CIM model in districts. This task is the central focus of the preparation program and is tightly integrated with all coursework.  Coaches make monthly visits to the UNI campus for classes that typically last two or three days.  Each semester, one of these visits coincides with a Jacobson Center activity that is open to other participants as well.

Coursework generally consists of readings that are directly related to the implementation of the CIM model; small-group discussion of the readings; observation of CIM model schools, classrooms or instruction, and meetings; planning for implementation; and reflection on implementation.  These tasks are accomplished not only during the on-campus class meetings but also through online activities that occur outside of on-campus meetings.  In their schools during the preparation year, coaches can expect to teach a small group of students, work intensely preparing CIM teachers, and work with their principal to establish intervention meeting routines, in addition to compilation of portfolios documenting students' completion of the tasks. 

2013-2014 Schedule of CIM Literacy Intervention Coaching Preparation Program
June 24-27  Summer Institute
August 26-28  Class on campus
September 23-25  Class on campus or
October 7-8  Jacobson Center and Reading Recovery Literacy Academy
November 4-6  Class on campus or
December 2-4  Class on campus
January 13-15  Class on campus or
February 10-12 Class on campus
March 31-April 2 Class on campus or
April 28-30 Class on campus

Details regarding registration, accommodations, and times will be furnished as they become available to coaches who are admitted to the program.

Tuition: $175/graduate credit hour for 21 hours - $3,675
Training Fees: $3,825
*Training fees cover texts, materials, site visits, and other costs associated with the program.
TOTAL: $7,500

Financial Assistance
Applicants for the CIM Literacy Intervention Coaching Certification Program may apply for financial assistance for completing the program.  The Jacobson Center makes available certain funds that are awarded on a competitive basis.  Factors taken into consideration in the awarding of funds include evidence of low achievement or high-risk factors that are often correlated with low achievement, as well as systemic commitment to the CIM program.  The application for financial assistance lists these factors in more detail.  At the end of the application, applicants are asked to provide commentary and documentation that provide greater detail regarding the district's or AEA's decision to apply for admission to the CIM program.

Program Standards
This program is based on the International Reading Association (IRA) Standards for Reading Professionals, These standards focus on six major areas of preparation: 1) foundational literacy theory and research, 2) literacy curriculum and instruction, 3) literacy assessment and evaluation; 4) diversity and literacy, 5) creating literate environments in schools, and 6) professional learning and leadership, including the specific roles of literacy coaching, supervising, and coordinating a school's literacy program. The certificate's program of study includes a focus on teaching diverse learners, including research-based interventions for working with struggling readers.