1 Response ID:42; Data Instructional Program Criteria and Template Name of Person Completing this Report : Ann T Halvorsen and Linda Smetana Title of Person Completing this Report : Professors Special Education College or Unit : Dept of Ed Psych, CEAS Report No. : CEAS 6 Programs Included : Special Education Mild-Moderate and Moderate-Severe Disabilities credentials and Masters degrees Total number of service courses 4 2. Please use Tables 1-6 to prepare your write-ups for the questions in this background information section (up to 250 words in total). The Education Specialist CTC and NCATE-accredited post-baccalaureate Credentials/Masters have prepared teachers/teacher leaders for multiple educational contexts providing instructional services to students with mild-moderate-severe disabilities for >30 years. Most candidates enter through our unique dual-credential TED/SPED program, earning both Preliminary Multiple Subject and Education Specialist credentials: Mild-Moderate/Moderate-Severe Disabilities. TED-SPEDers may accept Specialist Intern teaching positions with district partners in second year. Candidates accepted as SPED-only must possess Multiple/Single Subject credentials; may teach in Intern positions completing same requirements as student-teachers across seven quarters. Since 2008, CTC-required program changes implemented: elimination of former Level II advanced credentials; infusing that content in new Preliminary; our revisions increased overlap across Specialist credentials; decreased separate specialization coursework. Advanced coursework overlaps significantly with Masters degrees. Programs are field-based with general/special education student teaching/internship quarterly and minimum one-quarter for Masters-only candidates. Resources have decreased from five to 2.5 tenure-track faculty in same period with unreplaced retirements. History of competitively-awarded, federal personnel preparation grants through 8/2012 with student stipends augmented programs with > $300,000/year since 2008, and state CTC Internship grant >32,000/year. Both ended 8/2013, no new funding available. Seventy-four students currently enrolled across credential/masters programs. Additional in Service Courses:12 Liberal Studies undergraduates take Minor coursework 4 courses/year; Communication-Disorder Masters candidates-one required SPED course. All SPED courses except one of these now offered only once/year. Two hybrid courses; more planned. On-site fieldwork/intern supervision with Master Teachers, most are program graduates. Program recognized by CTC with invited presentation Graduates obtaining significant recognition locally and beyond; details below. 4. Criterion 1 I. Institutional Learning Outcomes: (70%) Provide evidence to support current and/or planned alignment for each ILO (no more than 60 words for each ILO) 1. Graduates of CSUEB will be able to think critically and creatively and apply analytical and quantitative reasoning to address complex challenges and everyday problems 2. Graduates of CSUEB will be able to communicate ideas, Assessment on CTC Standards and Unit Assessment Outcomes(UAO) corresponds with ILO: Signature Assignments (SA) in EPSY 5136: Program Evaluation; Student Assessment /6142; Functional Behavioral Analysis and Intervention Plan- 6143;Executive Functioning Analysis-6134; Instructional Program Implementation-6137/6860; All FW/student teaching evaluations -6860/6880; Dep't or University Thesis design, conduct and written analysis using MS rubric. UAOS 3, 4,6; CTC standards correspond: Graduates successfully complete six quarters student teaching -two years, collaborate with General and Special Education Teachers and other professionals in a range of elementary/secondary schools in diverse districts across Bay
2 perspectives, and values clearly and persuasively while listening openly to others 3. Graduates of CSUEB will be able to apply knowledge of diversity and multicultural competencies to promote equity and social justice in our communities 4. Graduates of CSUEB will be able to work collaboratively and respectfully as members and leaders of diverse teams and communities 5. Graduates of CSUEB will be able to act responsibly and sustainably at local, national, and global levels 6. Graduates of CSUEB will demonstrate expertise and integration of ideas, methods, theory and practice in a specialized discipline of study. other professionals in a range of elementary/secondary schools in diverse districts across Bay Area (SA 6860/6880 above); Group collaborative projects occur in multiple courses i.e. SA - EPSY 6129 for professional development; 6137;Assessment (6131/6142) require collaboration/communication skills. UAOs 1,2,3,6,7 and CTC standards as noted-all graduates complete PACT for California Teachers demonstrating CTC standards and CEAS/EPSY social justice mission with English Learners and across diverse populations including those with disabilities; must demonstrate ILO in context of >1000 hours student teaching/internships in special/general education See above re ILO 2 and 3: UAO 3/CTC Collaboration standards are assessed through, for example, SA 6129; comprehensive student teaching CSUEB supervisor evaluations for 6860/6862/6880 and in Internships 6770, Team assignments e.g. SA 6137 Behavior Analysis and Plan; all SA Student Assessments 6131/6142; 6206/07 Case Management /Professional Practice team assignments and in ongoing course groupwork in person and virtually. UAO 1-4,7, CTC standards correspond: Graduates complete Special Education Law-Program Design 5126 with analysis of individual student programs (IEP) and design IEPs to ensure alignment with law and equity as well as evidence-based practices use; work as change agents within schools, demonstrated by graduate data; fulfill hundreds of unpaid service hours as student teachers;complete e.g. Service Learning assignment UAOs 4,6 and all CTC standards correspond: Credential Graduates demonstrate through PACT and SPED Signature Assignments above, (majority of which Masters-only students complete along with their Thesis); all course assignments and exams, RICA statewide Reading Instruction assessment; Mastery score on final student teaching evaluations (6880); Masters-only candidates ( not completing credentials) successfully complete at least one quarter supervised student teaching. II. Shared Strategic Commitments: (30%) Special Education alignments with SSC: Program has brought nearly 1 million in external funds in this 5 year period, 65% supported student stipends, mentors, increased opportunities for broader diversity of students; increased sped teachers ( # 2,3,4). Current Internship partnerships with 28 districts/6 counties increasing collaboration, available trained sped teachers(2,3,7); innovative teaching (1,8) as seen in faculty and graduate evaluation data, hybrid course offerings, publications; ongoing feedback loop with Advisory Committee of graduates/master Teachers, students, school district personnel, parents of students with disabilities;( 2,3,4,5,7,8); Faculty contributions (SSC 2,7,5) as: members of statewide non-profit boards in field; volunteer reviewers for CTC accrediting panels, statewide and district/school task forces and committees; and faculty scholarship; successful grants writing over 2 decades (1,2,3,4,5,6,7,8). 5. Criterion 2 I. FTES, Number of Majors, and Number of Degrees Awarded EPSY Transfer the 5-year average and the quartile for total FTES from the total program table only to the table below. 5-Year Quartile Remedial
3 Lower Division Upper Division Graduate TOTAL FTES B. Number of Majors, Options and Minors (for information only) Major Option 5-Year Quartile 1 2 Special Education Masters and Credential Special Education Masters and Credential Special Education TED SPED Students not counted in Special Education numbers see explanations 30 3 C. Number of Degrees Awarded (30%) Major Option 5-Year Quartile 1 MS Degree Special Education MS Degree Special Education SPED PreliminaryLevel 1 Mild-Moderate Disabilities SPED Prelim/Level 1 Moderate-Severe Disabilities SPED Level 2 Mild-Moderate Disabilities
4 6 SPED Level 2 Moderate-Severe Disabilities D. Service Courses- We offer four: one EPSY 5021 for all Communication Disorders candidates; four -5021,5125,5136,5126- that Liberal Studies SPED Option/Minor undergraduates complete. Please note coding issues for Special Ed post-graduate candidates distorting our IR Appendix numbers. The combined Year 1-2 SPED programs have 74 candidates enrolled Fall 2013 in Masters and credential programs. Over 30 of these don't appear in CSUEB SPED numbers because system lacks double-coding. These students are in TED-SPED concurrent, collaborative dual credential program, and are listed as TED-only not as EPSY-SPED and TED students, taking coursework in both.faculty and Deans have sought correction of this since EXTERNAL NEED: Need for SPED teachers is high in CA. EDD data in Appendix 3 inaccurate. Dr. Sandy,Executive Director CTC stated that California prepares half the number of SPED teachers needed(july,2013).while need decreased in general education , SPED teacher needs continue steady/rising. CTC Data reported to CA legislature (April, 2013) show that 6% of all teachers are retiring/year,up from 2% average.this equals 3000 special ed teachers/year. K-12 Enrollment data project increase of 90,000 K-12 students by 2021.(CFTL,2011),10,000 needing Special Education teachers % of our graduates annually are fully employed for at least past 5 years. All second year candidates could accept Specialist Internship positions; 35% do.internship grants to IHEs/LEAS were discontinued Fall, 2013 which may result in higher numbers of untrained sped teachers on permits. In , CA had 2500 special education teachers with 'interim documents" i.e. short term permits; additional 2000 'mis-assigned.'(7/2013). Full citations for sources available. II. California State Jobs Projections for Each Program (35%) Programs TOTAL Jobs for each program from worksheet in Appendix 3 1 Special Education Teachers
5 B. Please discuss the selections you made for the total jobs in your worksheet in Appendix 3 See D. above.data-appendix 3 inaccurate. California Commission-Teacher Credentialing 4/2013 report to legislature and published comments by CTC Director, Dr. Sandy (7/2013) indicated 3668 Education Specialist teachers newly credentialed annually is inadequate; Sandy reported 2500 special educators held only 'interim documents' with another 2000 "mis-assigned' in 12-13,equalling need for 4500 qualified teachers, beyond 3668 prepared annually positions listed is a conservative annual need estimate. Examples-current need: Third week October: faculty received requests from three districts: West Contra Costa, San Francisco and Oakland for multiple unfilled positions. OUSD and WCCUSD each hired 40 special educators for 13-14, just two districts of 100 in 9-counties. Note also: Education Specialist credentials are designated for teaching ages Jobs titles vary by school district; credential titles used here. 6. Criterion 3 1a. List average teaching evaluation scores (average for questions 1-8 of the teaching evaluation questionnaire) for all program faculty in Fall, Winter and Spring Quarters of the academic year. On-Ground Course Evaluations Dept Mean (Q1-8). Transfer Data from Table 11 On-line Course Evaluations Dept Mean (Q1-8) Fall Winter 2013 Dept Spring 2013 Dept b. System for continuous improvement of teaching SPED Syllabi are posted quarterly on CEAS Accreditation site;also accessed by lecturers. CSUEB and CTC required elements are reviewed with lecturers prior to teaching.lecturers and Supervisors are observed/reviewed by TT and participate in SPED Advisory Committee and faculty annual Curriculum Retreats where graduate/student input are addressed with course/materials revisions. Lecturer evaluations reviewed by Chair, TT faculty; improvement plans developed as needed.only 3 tenure-track faculty in SPED,one at.5 FERP,thus close contact but few teaching observational opportunities. Above inputs and faculty scholarly/service, plus multiple editorial and association board roles keeps all current in research brought into courses in continuous feedback loop. 2. Teaching awards, teaching grants, and recognitions
6 1. US Dep't Education, Special Education Low Incidence Area Personnel Preparation Grant with 1 year No Cost Extension to August, at $200,000/year for 4 years: Total $800,000.( This follows a history of federal grants written by and competitively awarded to these SPED faculty since 1987). 2. Commission Teacher Credentialing: Special Education Internship Grant: $32, Five Year Total: $163,265. These two sources provided $963,265 in extra support to students ( stipends) and in university supervision as well as Master Teacher- to- candidate mentoring from Statewide CAL-TASH Gaylord-Ross Scholar Award to Halvorsen, CSUEB Sabbatical Award Fall-09:Halvorsen 3. Faculty-supervised student projects Students expected to schedule individual quarterly advising with faculty to review progress/plans-including Liberal Studies students talking courses pre- program. Option coordinators hold group sessions 2 times/quarter. Potential funding/ resources for thesis study provided to candidates.grants enabled faculty to support candidates' attendance/participation at key state/national professional conference /year and second year mentoring to incoming cohort. Additional faculty sessions and ongoing electronic communication with Masters candidates throughout thesis development/implementation/data analysis/written completion.faculty on Boards of state/national chapters of associations;grants supported initial student membership with journal.faculty mentor candidates pursuing subsequent degrees/careers; provide advice, contacts,references. Recruit multiple school districts for on-campus recruiting of Sped graduates. 4. Other evidence of quality indicators related to instruction that may not be listed elsewhere, including, for example, rigor of course syllabi and assignments, faculty diversity within the program Each credential program contains five-six Signature Assignments (SAs) requiring synthesis/application/analysis employing knowledge/skills across multiple credential standards and performance competencies, scored with rubrics provided in advance to candidates, and embedded in coursework and/or student teaching, in areas such as site-based services analysis/evaluation,positive behavior support plan and implementation,student teaching mastery across standards domains,collaborative paraprofessional development design and implementation. Overall,average scores across SAs with candidates across programs are 'satisfactorydemonstrates competence' (3.5) to 'exceeds target' (above 3.5) range.exit and graduate survey data further validate program rigor with teachers indicating how well the program prepared them for their complex,collaborative,individualized instructional role with students with disabilities. 1a. TT faculty contributions Total Number per TT Total Number per TT Total Number per TT Total Number per TT Total Number per TT Peer reviewed journal publication, juried exhibitions, juried/reviewed and commissioned/presented creative activities and performances, book chapters, books Peer reviewed proceedings, conference presentations, abstracts, and non-refereed publications, non-juried and self-produced creative and performance activities Number of TT faculty in Table1 in supplemental data package *
7 1b. Comment on contributions in professional achievement by TT and FERPs (up to 50 words) Five SPED TT faculty until 08-09,now 2.5 including one FERP Consistently high faculty achievement levels with support of quality, accredited programs continued even with 50% loss personnel. Significant record of faculty grants for researchdemonstration highlight programs' local-national reputation, as do Board/editorial roles, publications and local/regional collaborative efforts. 1c. Comment on contributions in professional achievement by lecturers and FERPs (up to 50 words) Lecturers include BROWN: Coordinator-Special Education programs at Dominican University; SAWCHUCK:elected Statewide Board member CALTASH,presenter, international TASH; BELOTE: Director CA Deaf-Blind Services/SFSU; FUTTERMAN: member BTSA/IHE Consortiuum-Bay Area;Reviewer CTC;Member, Program committees,presenter: national American Educational Therapy Association; Consultant two non-profits: EMQ FamilyFirst,Families Helping Families, RODRIGUEZ:Article in Research/Practices Persons with SD journal. 2. List significant examples for the following (up to 100 words): 1. US Dep't Ed. Special Education Low Incidence Personnel Preparation Grant with 1 year No Cost Extension to 8/2013. $200,000/year 4 years: Total $800,000.(This follows history of federal grants written by and competitively awarded to SPED faculty since 1987).Anderson/Halvorsen 2. Commission Teacher Credentialing: Special Education Internship Grant: $32, Five Year Total:$163,265: Halvorsen. 3. PEIL Grant Team member in $50,000 grant: Smetana 3. Halvorsen: Curricular/Instructional Consultant Dobbs Ferry School District NY, ,2011; Pennsylvania Dep't Education,TA Evaluator,2012; WestEd:Hawaii Module Evaluator, 2012; 4. Anderson:Program Review Special Education Dep't University NewMexico,2012; 5.Smetana: Outstanding Research Article: Journal of Reading Education List significant professional activities (up to 100 words) ANDERSON: Executive TASH International Board Member ;- Editorial Board Research/Practice Persons Severe Disabilities (Former JASH) Journal 99-now; Executive and Editorial Boards: Association Positive Behavior Support and Journal Positive Behavior Intervention1998-present; Book Reviewer Brookes Publishing;Invited Keynote statewide Supported Life Conference 2013; SMETANA: Board member, CA Association Professors-Special Education; Editorial Boards: California Reader; Reading and Writing Quarterly; CTC Standards Writing Committee and CTC Institutional Reviewers Commission to present; HALVORSEN: Reviewer: 2012: PA Dept Ed TA Model; WestEd Modules-Hawaii DE,SFUSD Significant Disproportionality Plan; past president CAL-TASH;member CA Deaf-Blind Services Advisory Committee, California State LRE Design Team 1. Describe the relevancy of your program as it aligns with internal and external needs (up to 100 words). Specifically, emphasize evidence of the following: The Special Education Advisory Committee (employers,graduates,students,parents of K-12 students, community agencies) meets minimum annually; gives specific feedback on program assessment data provided and plans for enhancements. SPED Faculty hold annual Curriculum Retreat with supervisors,lecturers to review syllabi, student performance data/issues,identify needs/plans for curricular changes.monthly meetings with Teacher Education Department Faculty on TED-SPED collaborative program. Active program accreditation tasks include ongoing data review and Biennial Report to CTC,data-based improvement plans for SPED in CEAS plan.graduate data collected bi-annually through extensive surveys. Faculty service on Regional Intern and Beginning Teacher Support Committees, other LEA task forces contributes to alignment with local/statewide needs. 2. List/describe innovations of the program curriculum (up to 100 words). Specifically emphasize the following: TED-SPED collaborative cross-department program highlighted by state CTC (2013) and at state/national conferences: program prepares dually-credentialed Specialists and additional General Educators with differentiated instruction/curricula skills to meet diverse students' needs. Faculty's 25 + year history of research, model demonstration, personnel preparation grants for innovation awarded based on expertise and leadership in K-12 instruction,systems change,teacher preparation, collaboration with schools. Candidates have ongoing experiential learning through quarterly fieldwork/student teaching across diverse elementary and
8 secondary schools with Master Teachers who are program graduates. Two hybrid courses: one-assistive technology, technology employed all classes.advanced students conduct annual public Curriculum Adaptation Fair presenting instructional strategies, techapplications,demonstrations. 1. Accreditation, licensure, and external recognitions; list/describe the following (up to 100 words): The Education Specialist programs are fully accredited by the Commission on Teacher Credentialing and, with the Masters degree, by NCATE(now CAEP). The unique TED-SPED Program drew the attention of CTC's Executive Board,with an invited presentation in June,2013. Each of the three tenure-track faculty have been honored with the area Phi Delta Kappa's Professor of the Year award and one of the Fieldwork Supervisors received the PDK Teacher award. Two TT faculty have been invited and served on both the CTC Specialist Credentials Standards revision committees and as CTC Reviewers. 2. Effectiveness and sufficiency of current resources; list/describe the following (up to 100 words): Smart classrooms and Blackboard essential for in-person coursework and/or working connections for laptops to LCD. Easily moveable furniture important for group./collaborative activities. Welcome addition would be Smart Boards large enough for classwide viewing;teacher candidates need to learn evidence-based instructional uses. These are increasingly common K-12. Assessment tools and instructional applications critical to preparation. Classrooms with green blackboards need upgrade to whiteboards.ceas consulting librarian and online library resources are tremendous asset,critically important; need for broader selection of educational video-streaming. Note: students comment that restroom facilities poor; e.g. never updated on AE 3rd floor in at least 25 years; sends negative message. 3. Student advising, experiential learning, internships, co-op, service learning; list/describe the following (up to 100 words): New website premiers 11/13; Program handbooks and brochures online, provide roadmaps. External EPSY information requests forwarded to faculty immediately. All faculty hold office hours > 1 day/week. Quarterly/individual group advising sessions. Faculty attend evening Credential Information Sessions to recruit; also meet with Liberal Studies potential candidates. Faculty provide ongoing thesis support post-coursework. Service Learning embedded in courses and fieldwork; all non-internships are volunteer SPED student teaching placements of >800 hours across 4 settings.master Teachers mentor candidates. Masters degree elective course in School Climate and Service Learning.SPED has 28 school district Internship partners across six counties; can hire CSUEB candidates. 4. Assessment of learning outcomes; list/describe evidence for the following (up to 150 words): In addition to SPED Unit Improvement Plans based on UAOs (see ILOs), each credential program submits CTC-required Biennial data- based Reports with improvement plans based on analysis of candidates' performance on Signature Assignments, and using graduate, exit survey data, Advisory Committee input and our own Curricular Retreats. For example,9/2013 reports included these goals: 1- Moderate-Severe Disabilities: Increased focus on management and logistical/organizational/resource competencies through Professional Practices (6207) coursework, corollary case-management assignments paired with full time student teaching, and 2-Enhance introduction to Transition practices and functional skill curriculum in first course (5136) through Community Environments inventory; in advanced 6129 through Transition Plan development (MM/MS Disabilities).3. Mild-Moderate Disabilities:3-Improve Assessment Case Study Data through increased depth-breadth of formal and informal assessments employed;activities identifying culturally sensitive test items and analysis of norming. Each of these examples is tied to the relevant CTC standards for the credential(s)-15 in common and several additional for each specialization. 5. Student success; list/describe the following (up to 100 words): Ten-30 hired as Specialist interns/year, part/full-time during program, 28 district(lea) Intern partners, >90% Interns hired by same LEA upon graduation.graduate achievements:minimum one graduate/year is Teacher of Year by LEAs.Multiple graduates have teacher leadership/mentor roles.ted-sped recent graduate role highlights: Assistant Principal; Director of Special Services; Specialist - NoCA Diagnostic Center; Instructional Coordinator; District Program Specialists. Former Education Specialist devised technological application for schools, operating nationally now. Five TED- SPED graduates since 2008 teach at Willard MS- Berkeley USD, one of six schools nationwide just selected as a Knowledge Site for study by SWIFT, $25 million 5-year federal grant on inclusive education.
9 7. Criterion 4 A. You are given "% Difference" value over a 5 year period, comparing your program SFR data with systemwide averages for your program. If your program SFR is higher than the systemwide for a given year, notice that the value is presented as a positive ("+") percentage. If it is presented as a negative percentage ("-"), your program SFR for that year is lower than the systemwide average. The resulting four values are then averaged for you. Transfer the appropriate values to the template as specified. Transfer the average change SFR for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Change SFR Lower Division 0 Upper Division 0 Graduate 25% B. In this section you will be provided with data in Table 16 that indicate any trend of your program SFR relative to the systemwide average for your program. This is presented as the number of times in 5 years that your program SFR has exceeded the systemwide SFR for your program. Transfer the trend for lower division, upper division, and graduate SFR to the table below. Transfer Data from Table 16. Trend - Number of Years Program SFR exceeded Systemwide SFR Lower Division Upper Division Graduate 4 II. Instructional Costs per FTES (Department Total Annual Instructional Costs/FTES College Year) (25%) Department Name Instructional cost per FTES Increase in instructional cost per FTES Department EPSY $ % III. Narrative (up to 250 Words) (50%) The data reflect Department costs, not specific programs. This is critical to note when examining Table 16 SFR trends. In addition to SPED, multi-disciplinary EPSY-perhaps the only such CSUEB Department- houses School Psychology,School and Clinical Counseling, Marriage-FamilyTherapy disciplines with their licenses/credentials/masters; it's impossible to report on one EPSY program from these data.that said, there are several areas associated with Special Education cost-lowering: 1-Two tenure-track faculty retired ,not yet replaced; 2. Of three TT remaining, one is.5 FERP; 3. Supervision support ratios for candidates in Internships/student teaching/fieldwork were reduced by CEAS during time period; 4.CTC-required new standards in 2010 and revisions deleted previous SPED Level II advanced credentials and
10 changed Level I; this led to new Preliminary Education Specialist Credentials in Mild-Moderate and Moderate-Severe Disabilities, which we reframed to have increased overlap and decreased number of separate specialization courses. In addition, this cost-lowering occurred despite the fact that the FTE may be further affected by the system's inability to double-code our students who are completing the dual credential Teacher Education-Special Education program, enrolled in SPED courses throughout the 7 quarters, but coded as Teacher Education (TED) candidates throughout the two years, unless they decide to apply for the Masters in SPED. Thus dozens are uncounted in EPSY totals annually. We have 74 currently-enrolled students across our SPED programs; 34 are not in totals. In addition, during the reporting period, SPED had a series of annual state Internship support grants and federal personnel preparation grants funding/lowering part of supervision costs. 8. Criterion 5 I. Use of Existing Resources (Up to 125 words) Since 2008 tenured faculty has declined from 5 to 2.5. Tenured faculty teach core and credential authorization-specific courses; adjunct faculty serve as field supervisors; teach introductory coursework. With exception of EPSY 5021(also a service course), one section of each course is offered annually. Revised program structure increased core courses for all candidates; decreased credential-specific courses. Master s program overlaps significantly with advanced level credential courses. Professional collaboration with district partners and graduates results in recruitment of candidates and on-site mentor/master teachers. Program coordinators responsibilities include: review candidates performance; recruitment, fieldwork placements, review Master Teachers, supervisors, lecturers performance, supervisor assignment, communication/agreements with school districts, maintain advisory committee,curricular review processes, cultivation of internships, accreditation program documentation, and contracted teaching responsibilities. Growth possible, if larger core class sections/lengthen program. II. Impact of Declining Resources (Up to 125 words) Programs operate now with fewer tenure-track faculty than have had since 1984,which strains faculty resources for recruitment, grant-writing, research, ongoing community partnerships and critical collaborative efforts. Additional decline would reduce the number of candidates prepared and thus the number of qualified teachers for school districts across Bay Area counties. Resource reduction would decrease numbers and time for candidate observations and consultations in fieldwork/intern placements. Thus, quality and quantity of support for candidates competency development would be diminished. New CTC-required increased Intern supervision mandates (2014) couldn t be met and Internship options and partnerships with districts would likely be curtailed or eliminated. Might need to lengthen program beyond current seven quarters (offering even fewer courses/year) and/or raise class sizes above current in many credential/masters courses. III. Impact of Augmentation (Up to 125 words) -Enable faculty to pursue and obtain additional grant sources to match decades of external program support through of > $300,000/year for student stipends, mentoring, increasing Intern supervision requirements, innovative course development. -Develop e.g. resident student teaching model including co-teaching placements with local school districts; mentors to strengthen candidate preparation. -Develop increased hybrid and weekend credential/ Master s level offerings to attract new students. -Acquisition of instructional materials and technology for candidate use in field placements and for instructors use. -Additional resources would enable improved recruitment -expansion of current services to population growth areas including the Tri-Valley/eastern Contra Costa County and/or for Early Childhood-Special Education Credential/Masters program offering. -Increased enrollment may allow for additional course sections at Concord Campus, bringing more new candidates to the programs. IV. Additional Information (Up to 250 words)
11 IV. Additional Information (Up to 250 words) The Special Education Credentials/Masters programs prepare candidates for teaching and leadership positions in California schools. With increases of students with disabilities, and retirement rates increasing statewide, there is a critical need for more qualified special educators. CSUEB s Special Education programs are unique in the Bay Area in requiring all candidates to hold a general education credential or be concurrently enrolled in the TED/SPED program prior to completing Preliminary Education Specialist credentials. This dual preparation enables program graduates to serve diverse students with a wider range of abilities and needs than other programs graduates. The concurrent program is collaborative across two CEAS Departments: Educational Psychology and Teacher Education, with TED- SPED faculty working together since Several area districts report that they prioritize hiring of our dually-credentialed graduates based on skills and performance. CEAS Dean-Special Education faculty were invited to present this innovative program to CTC Executive Board 6/2013 as one of only three examples of public or independent IHEs statewide providing this preparation. Despite positive efforts aligned with ILOs/UAOs, our enrollments appear low since CSUEB cannot double-code students. Each year s cohort appears only as Teacher Education candidates. Following Master s degree completion- 10 units beyond credentials- numerous graduates become Program Specialists, Lead Teachers within their communities, or obtain additional credentials and administrative roles. Program emphasis on English learners, collaboration, inclusive practices, credential-area pedagogy, enables graduates to collaborate within general education, mandated Response to Intervention and district-specific programs. Special Education has obtained over seven million dollars in external grants in two decades.