Commission on Teacher Credentialing Biennial Report Academic Years and 08-09

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1 Commission on Teacher Credentialing Academic Years and Institution: Stanislaus County Office of Education Date report is submitted: August 15, 2009 Date of last Site Visit: N/A Name of Program: Special Education Intern Program Credential awarded: Education Specialist with Mild/Moderate or Moderate/Severe authorization Is this program offered at more than one site? No Program Contact: Laurel Ruddy Phone # If the preparer of this report is different than the Program Contact, please note contact information for that person below: Name: Same as above Phone #: Same as above Same as above

2 SECTION A CREDENTIAL PROGRAM SPECIFIC INFORMATION I. CONTEXTUAL INFORMATION In response to Senate Bill 2029 allowing the creation of district intern programs offering Mild/Moderate Special Education Credential preparation, the Stanislaus County Office of Education (SCOE) wrote to and was approved by the California Commission on Teacher Credentialing to offer an Education Specialist Mild/Moderate District Intern Program in the winter of Upon Senate Bill 933, the program submitted and was approved to offer the additional authorization of Moderate/Severe and the first cohort began their program of study in fall The Special Education Intern Program (SEI), as it is called, started with four (4) interns and has since grown to 56 for the year. The program follows a cohort model where intern candidates start the program and continue through the three years together. The cohort model creates a support system for the intern candidate as he/she moves through each year of the program. Mild/Moderate and Moderate/Severe each have their own cohort even though they take many of the same classes for the particular year of the program. A new cohort for each authorization begins each fall of the academic year. Of the 56 interns currently participating in the program 43 are completing the Mild/Moderate authorization, 13 Moderate/Severe and four (4) dual authorizations. There have been 25 Mild/Moderate completers as the first cohort of Moderate/Severe has yet to complete their program. An additional 15 Mild/Moderate interns completed their program in June 2009 making a total of 40 Mild/Moderate interns to successfully complete SCOE s Special Education Intern Program. For the year, five (5) Mild/Moderate interns completed the requirements for the Moderate/Severe authorization and were recommended for a dual credential. The Special Education Intern Program is designed to be completed in three years where intern candidates complete level I and II Education Specialist requirements and are recommended for a Clear or Level II Education Specialist credential. All teacher preparation coursework and field supervision are provided by SCOE while the participating districts provide peer coach support. Prior to advancing to internship, candidates must demonstrate competency in the essential themes of child development, classroom management, pedagogy and methods, English learners and special education foundations. Once hired by partnering school districts, intern candidates are enrolled in the three year internship program where they gain expertise in teaching special education through coursework and field experience. Each participating district signs a Memorandum of Understanding indicating their support and understanding of the program conditions for intern candidates under their employ. The program currently partners with 17 school districts in Stanislaus and surrounding counties. August 15,

3 There have been no significant changes since the Commission approved the Moderate/Severe program document in fall 2007 other than the EL authorization was added to the Mild/Moderate program in April Cohort/Start Year Program Specific Candidate Information Mild/Moderate Moderate/Severe Program Completers Drops from Program I II III IV V VI I II August 15,

4 SECTION A CREDENTIAL PROGRAM SPECIFIC INFORMATION II. CANDIDATE ASSESSMENT/PERFORMANCE and PROGRAM EFFECTIVENESS INFORMATION a) Primary Assessments for Candidate Competence Both formative and summative assessment is used throughout the Special Education Intern (SEI) Program to determine intern candidate competence. Candidate performance assessments are utilized mid-year and end-of-year for first year and second year intern candidates. Third year intern candidates or program completers are assessed toward the end of their program. The primary assessments utilized to determine intern candidate competence include: California Standards for the Teaching Profession Description of Practice matrix Competency Record level 1 and 2 Portfolio and Portfolio Evaluation Rubric Site Administrator Assessment of Intern Candidate RICA Passing Results In this section, primary assessments are identified and described with supporting data. California Standards for the Teaching Profession Description of Practice matrix The predominant method of formative assessment utilized by the SEI Program is the observation of the intern candidate in his/her field experience setting followed up with a debriefing conference at the conclusion of the observation. Trained practicum supervisors observe the intern candidate approximately thirteen times during Year One, and approximately ten times during Year Two. The supervisor reviews specifics about the intern candidate s practice and makes recommendations in order for the candidate to improve his/her professional practice. These observations and debriefing conferences lead up to the California Standards for the Teaching Profession (CSTP) Description of Practice matrix. This formative and summative assessment of the intern candidate s professional practice occurs mid-year and end-of-year. Intern candidates meet with their supervisors to discuss and reflect using the CSTP Description of Practice matrix. The intern candidate and the supervisor independently complete the matrix. The completed matrices are utilized as a springboard for discussion and reflection on areas of growth and needed improvement. Goals are set to address areas of needed improvement. Furthermore, practicum supervisors utilize the CSTP Description of Practice matrix as a summative assessment by assigning the intern candidate a grade of Pass or No Pass for their field experience. A grade of No Pass indicates that the intern candidate did not August 15,

5 achieve at least 80% of the key elements as described on the CSTP Description of Practice matrix. Data are collected via the grade report period at mid-year and end-of year. Any intern candidate who has not achieved 80% mastery on the key elements at the end of Year One and Year Two is formally placed on Corrective Action. Tables 1a-2a describe the passage rate by cohort of the intern candidate field experience utilizing the CSTP Description of Practice Matrix for and Table 1a CSTP Description of Practice Matrix for Candidate Field Experience Cohort/Program Total Percent Passed Total Percent Not Passed IV Mild/Moderate 100% 0% N=15 V Mild/Moderate 100% 0% N=18 I Moderate/Severe 100% 0% N=6 Overall Average 100% 0% Note: Cohort IV indicates intern candidates who were in Year Two of the Program; Cohorts V and I indicate intern candidates who were in Year One of the Program. Table 2a CSTP Description of Practice Matrix for Candidate Field Experience Cohort/Program Total Percent Passed Total Percent Not Passed V Mild/Moderate 94.4% 5.5% N=18 VI Mild/Moderate 100% 0% N=10 I Moderate/Severe 100% 0% N=6 II Moderate/Severe 100% 0% N=7 Overall Average 98.6% 1.4% Note: Cohorts V and I indicates intern candidates who were in Year Two of the Program; Cohorts VI and II indicates intern candidates who were in Year One of the Program. Competency Record Level 1 and 2 An additional key summative assessment utilized to measure intern candidate competence is the Competency Record level 1 and 2. These Competency Records represent the key elements for the Education Specialist program standards for the level 1 or preliminary portion of the credential and level 2 or the clear credential. Practicum August 15,

6 supervisors evaluate the intern candidate based upon observations conducted during the course of their program. Level 1 is the cumulative record of both Years One and Two of the SEI Program. Level 2 is the cumulative record of Years One, Two and Three. Supervisors recommend intern candidates for level 2 of the program if the intern candidate has achieved all level 1 Competencies. The level 2 Competency Record is completed by practicum supervisors during the intern candidate s third year. At the beginning of the third year, the intern candidate and the practicum supervisor review the previous two years of observation data and determine which 23 of the 43 key elements (Mild/Moderate) or 19 of 36 (Moderate/Severe) have been satisfied and which elements remain. Practicum supervisors complete additional observations to satisfy 23 or 19 elements. The remaining elements must be satisfied by the intern candidate s collection of evidence which is included in the third year portfolio. Competency Record results are collected from the supervisor at the end of Year Two and Year Three and results data are analyzed on an individual basis. Any intern candidate who has not demonstrated achievement of the competencies is placed on Corrective Action until competencies are achieved through the continuation of his/her field assignment. Table 3a describes the passage rate for level 1 Competencies for those intern candidates who completed Year Two. Table 3a Competency Record level 1 Year/Program Total Percent Passed Total Percent Not Passed Mild/Moderate 100% 0% N= Mild/Moderate 94.4% 5.5% N= Moderate/Severe 100% 0% N=6 Overall Average 97.2% 2.75% Table 4a describes the passage rate for level 2 Competencies for those intern candidates who completed Year Three. There are no data available for Moderate/Severe candidates since none have completed the program as yet. Table 4a Competency Record level 2 Year/Program Total Percent Passed Total Percent Not Passed Mild/Moderate 100% 0% N= Mild/Moderate 100% 0% N=15 Overall Average 100% 0% August 15,

7 Portfolio and Portfolio Evaluation Rubric Portfolios encompass formative and summative assessment of intern candidate competence. For each year in the program, the intern candidate must complete a Year One, Year Two and Year Three Portfolio. The portfolio is a collection of evidence that reflects the candidate s learning throughout the internship and is representative of the CSTP domains. In addition, the intern candidate drafts an Individual Plan (ILP) goal based upon the CSTP Description of Practice matrix completed by both the supervisor and intern. The Year One ILP goal helps focus the intern candidate s portfolio evidence by emphasizing CSTP standards Engaging and Supporting All Students in and Creating and Maintaining Effective Environments. The Year Two ILP goal emphasizes CSTP standards Understanding and Organizing Subject Matter and Planning Instruction and Designing Experiences. The learning portfolio may contain lesson plans, assignments, projects, observations or student work samples collected from coursework and fieldwork. Intern candidates reflect upon their growth based upon the evidence by identifying the content, reflecting upon the outcome and finally indicating how the growth will impact their teaching in the future. The Third Year Portfolio is very similar to the prior two portfolios. However, the evidence gathered reflects upon the intern candidate s Individual Induction Plan and level 2 special education program competencies. The evidence collected demonstrates the intern candidate s understanding and application of level 2 competencies. Completed Portfolios are evaluated by practicum supervisors and instructors during a Portfolio Read Day. Using the Portfolio Evaluation Rubric based upon a 3 point scale, portfolio readers rate the Portfolio according to the following: Exceeds Standards (3), Meets Standards (2), or Needs development (1). Intern candidates who have two or more CSTP domains not met on the Portfolio Evaluation Rubric are considered a no pass and must resubmit their portfolio until a pass is achieved. Besides collecting the data, reviewing Portfolios provides faculty an overall picture of the growth experienced by intern candidates during their internship. Gaps in the intern candidate s understanding can be apparent which assists instructors in identifying needed areas of instruction. All Portfolio data are collected at the end of the academic year where results are tallied. These data are shared with practicum supervisors and instructors. Tables 5a-7a describe the passage rate for Portfolios for each year in the program. Some data missing for Moderate/Severe intern candidates, so data are not a true representation of portfolio passage rate. August 15,

8 Table 5a Year One Portfolio Passage Rates Year/Program Total Percent Passed Total Percent Not Passed Mild/Moderate 94.4% 5.5% N= Mild/Moderate 100% 0% N= Moderate/Severe 75%* 25%* N= Moderate/Severe 100% 0% N=7 Overall Average 90.2% 9.7% *Data missing, interpret with caution Table 6a Year Two Portfolio Passage Rates Year/Program Percent Passed Percent Not Passed Mild/Moderate 100% 0% N= Mild/Moderate 87.5% 12.5% N= Moderate/Severe 100%* 0%* N=6 Overall Average 95.8% 4.16% *Data missing, interpret with caution Table 7a Year Three Portfolio Passage Rates Year/Program* Percent Passed Percent Not Passed Mild/Moderate 100% 0% N= Mild/Moderate 73.3% 26.6% N=15 Overall Average 86.5% 13.3% *There is no data available for Moderate/Severe candidates since none have completed the program as yet. August 15,

9 Table 8a describes the completion results for Year One and Two portfolios based upon the CSTP domains. Data include an aggregate of Mild/Moderate and Moderate/Severe and are based upon a 3 point rating scale of Exceeds Standards (3); Meets Standards (2); Needs Development (1). Table 8a Year One and Two Portfolio CSTP Domains Average Score Results CSTP Domains Overall Average N=39 N=35 1. Engaging and Supporting All Students in 2. Creating and Maintaining Effective Environments for Student 3. Understanding and Organizing Subject Matter for Student 4. Planning Instruction and Designing Subject Matter for Student 5. Assessing Student Developing as a Professional Educator Site Administrator Assessment of Intern Candidate Competence The Special Education Intern Program requests site administrators to evaluate the intern candidate for each year the candidate is in the program according to each of the CSTP Domains. Site Administrators evaluate intern candidates mid-year and end-of-year. The rating is based upon a rubric scale of Exceeds Standard, Meets Standard, Needs Improvement and Does Not Meet Standard. This information is shared with practicum supervisors so they may adjust their support of the intern candidate accordingly. August 15,

10 Tables 9a and 10a describe a composite of mid-year and end-of-year assessment results by percentage from site administrators according to the six domains of the CSTP for all intern candidates from both Mild/Moderate and Moderate/Severe programs. For the academic year, site administrators returned 74 out of 100 mid-year and end-ofyear assessments; whereas, site administrators returned 78 out of 112 mid-year and endof-year assessments for Table 9a Site Administrator Assessment Data for All Intern Candidates for the Academic Year CSTP Domain 1. Engaging and Supporting All Students in 2. Creating and Maintaining Effective Environments for Student 3.Understanding and Organizing Subject Matter for Student 4. Planning Instruction and Designing Subject Matter for Student 5. Assessing Student 6. Developing as a Professional Educator Overall Average for CSTP Domain Exceeds Standard Meets Standard Needs Improvement Does Not Meet Standard 41.9% 52.7% 0% 5.4% 41.9% 47.3% 0% 10.8% 37.8% 50% 2.7% 9.5% 36.5% 51.4% 4% 8.1% 40.5% 55.4% 0% 4.1% 46.6% 48% 2.7% 2.7% 41.1% 50.8% 1.6% 6.8% August 15,

11 Table 10a Site Administrator Assessment Data for All Intern Candidates for the Academic Year CSTP Domain 1. Engaging and Supporting All Students in 2. Creating and Maintaining Effective Environments for Student 3.Understanding and Organizing Subject Matter for Student 4. Planning Instruction and Designing Subject Matter for Student 5. Assessing Student 6. Developing as a Professional Educator Overall Average for CSTP Domain Exceeds Standard Meets Standard Needs Improvement Does Not Meet Standard 24.4% 59% 14.1% 2.6% 29.5% 57.7% 11.5% 1.3% 20.5% 64.1% 12.8% 2.6% 20.5% 55.1% 20.5% 3.8% 26% 62.3% 10.4% 1.3% 25.3% 60.8% 12.7% 1.3% 24.4% 59.8% 13.7% 2.4% RICA Passing Results The RICA requirement must be met by any intern candidate where the Education Specialist credential is their first California teaching credential. Intern candidates who have a prior multiple subject or single subject credential are exempt from the RICA requirement. Intern candidates take SEI 331 C & I Teaching Reading and SEI 342 C & I Language Arts, Fine Arts, and Visual and Performing Arts during semester three and four August 15,

12 of their coursework to assist in preparing them for the RICA. California State Standards and Frameworks are emphasized throughout the two courses to assist interns in implementing for their students a comprehensive Language Arts program that includes reading, writing, listening and speaking. Intern candidates examine a variety of assessment measures to use in the diagnosis of reading difficulties and develop accommodations and modifications for universal access. Table 11a describes the passage rate of intern candidates required to pass RICA to be recommended for a credential. There are no data available for Moderate/Severe candidates since none have completed the program as yet. Table 11a RICA Pass Rates for Program Completers Year/Program Percent Passed Percent Not Passed Mild/Moderate 100% 0% N= Mild/Moderate 88.8% 11.1% N=9 Overall Average 94.4% 5.5% August 15,

13 SECTION A CREDENTIAL PROGRAM SPECIFIC INFORMATION II. CANDIDATE ASSESSMENT/PERFORMANCE and PROGRAM EFFECTIVENESS INFORMATION continued b) Additional Information Regarding Program Effectiveness The Special Education Intern Program utilizes additional assessments to determine intern candidate performance and program effectiveness. These data are collected and analyzed each year to determine programmatic decision making. Additional assessments include: Internal SEI Program Survey of Intern Candidate Experience Retention Data External Stanislaus COE Survey Intern Disposition In this section, additional assessments are identified and described with supporting data. Internal SEI Program Survey of Intern Candidate Experience The Internal SEI Program Survey is completed at the end of the intern candidate s third year. This locally-designed survey gives each program completer an opportunity to complete the voluntary and confidential survey on Survey Monkey. Program completers rate their overall experience in the program by answering 10 questions related to program quality utilizing a likert scale of 1 through 5 with 5 being high. Program quality questions focus on preparation, instructors, practicum supervisors and peer coaches. Table 1b describes program completer ratings regarding the Special Education Intern Program s effectiveness to provide a satisfying program based upon the topics of preparation, practicum supervision, instructors and peer coaches. The data reflect only Mild/Moderate program completers as Moderate/Severe candidates have yet to reach the third year. The data indicate the average rating for the and academic years. August 15,

14 Table 1b Internal SEI Program Survey Topic Program Completers N=6* Program responsiveness and Program Completers N=15 preparation Practicum supervision Instructors Peer coaches Overall Average * Out of 9 program completers for only 6 completed the survey Retention Data Special Education Intern Program completers are tracked for five years to determine continuation in the teaching profession and in particular the field of special education. Since the program s inception, there have been 40 program completers. Table 2b describes the percentage rate of program completers who have remained in the teaching profession and special education. The data reflect retention information for the academic year. A Retention Data Form was sent through postal mail in May 2009 to program graduates who had completed the program a minimum of one year ago. Thirteen (13) out of 25 forms were returned. Follow-up retention data were gathered for non-returned forms by contacting State Teacher Retirement System (STRS) which is only able to confirm whether an individual continues to teach in California. Whether the individual continues to teach in special education or another state is unconfirmed. Data are not included for the most recent program completers as they have just finished the program. This group will be included in retention data. Table 2b Retention Data Program Completion Date # of Program Completers Still Teaching Still Teaching Special Education % 25% % 67% % 100% August 15,

15 External Stanislaus COE Survey The SCOE survey is sent out at the close of the academic year annually to all school districts in Stanislaus County to monitor stakeholder satisfaction with services and programs offered by the county office. The survey is based upon a likert scale of 1 through 5 with 5 being high; whereas, the survey is based upon a likert scale of 1 through 4 with 4 being high. The survey had specific questions regarding the Special Education Intern Program; while the survey included the Special Education Intern Program under to Teach Continuum. School districts rate the program according to the following criteria: frequency of use, input into the process, timely communication, systematically planned, high accountability and impact of service. The survey is voluntary and confidential. Table 3b represents results obtained for the and years related to the Special Education Intern Program. No data are available for since the survey was not sent out. Table 3b External Stanislaus COE Survey Avg. Score per Criteria N= N=17 Frequency of Use 2.8 ND Input into the Process Timely Comm Systematically Plan High Accountability Positive Impact Overall Average Intern Disposition At the beginning of the academic year, practicum supervisors, along with input from instructors, complete the Intern Disposition form on First Year intern candidates to identify strengths and weaknesses. Twelve (12) indicators are identified as desirable characteristics to be exhibited by intern candidates. The rating is based upon a 4 point rubric score with 4 being high. The disposition results are discussed with intern candidates. Areas of significant weakness are remediated throughout the intern candidate s program through discussion and mentoring by the practicum supervisor. The academic year was the first year of implementation. Table 4b represents average results for each disposition indicator for for Mild/Moderate and Moderate/Severe intern candidates. Some data are missing for August 15,

16 Moderate/Severe intern candidates, so data are not a true representation of disposition indicators. Table 4b Intern Disposition Data Indicator Mild/Moderate N=11 Moderate/Severe N=7 Positive and Fair with colleagues and students * Confident and Positive in words and demeanor * Conscientious and Responsible * Collaborates and works well with others * Oral expression * Written expression * Reliable and dependable * Professional appearance * Desires to improve professional practice * Receptive to feedback/supervision * Committed and follows through * Shows tact and appropriate judgment * *Data missing, interpret with caution August 15,

17 SECTION A CREDENTIAL PROGRAM SPECIFIC INFORMATION III. ANALYSIS OF CANDIDATE ASSESSMENT DATA Analysis of data in Section II indicates multiple assessment measures are utilized throughout the three year program to determine candidate competence and program effectiveness. The multiple measures for candidate competence utilize a range of input from practicum supervisors, instructors and site administrators. Program effectiveness assessment measures represent input from program completers and participating school districts. The ultimate measure of program effectiveness is the retention of program completers in the field of special education. Retention is critical to evaluate the state s investment in alternative certification pathways such as the Special Education Intern Program. Overall, the data presented in Section II is positive. Intern candidates exhibit a high level of success in their field assignment. RICA pass rates are moderately high along with retention rates, and the majority of intern candidates pass the portfolio assignment upon first submission. School districts and intern candidates are satisfied with program quality. As with all programs, there is room for improvement. Although levels of intern candidate competence are high, these levels can always increase. In particular, Portfolios and RICA pass rates need to increase from the current level. Furthermore, program completer retention in the field of special education needs to increase. In this section, strengths, areas of concern and areas for improvement will be noted based upon the assessments presented in Section II. Strengths Over 90% of intern candidates pass field experience There is no discrepancy between Mild/Moderate and Moderate/Severe in demonstration of competence in field assignment Year One and Two Portfolios average a 90% pass rate The CSTP domains are represented across all candidate competence assessment measures There is consistency of ratings from site administrators and practicum supervisors The RICA average pass rate is over 90% of program completers Program completers rate the program highly in levels of satisfaction There is a positive gain from to Portfolios for CSTP domains 1-4 Site administrators rate over 90% of intern candidates as Exceeds Standards or Meets Standards on all CSTP domains. August 15,

18 Areas of Concern Moderate level of program satisfaction among school districts Year Three Portfolio pass rate declined from 100% to 73.3% for There is a decline from to Portfolios for CSTP domain 5 Approximately 50% of the Retention forms were returned by program completers Data needs to be interpreted with caution given missing data for and Moderate/Severe Portfolio completion Data needs to be interpreted with caution given small numbers for 2006 retention Approximately 70% of Site Administrator Assessment forms were returned Data needs to be interpreted with caution given missing data for Moderate/Severe Intern Disposition Areas for Improvement Increase levels of school district satisfaction with the SEI Program Increase the pass rate for third year portfolios upon initial submission Determine reason for decline for Portfolios in CSTP domain 5 Increase the number of Retention forms returned Streamline data collection Disaggregate CSTP Description of Practice matrix data from mid-year and endof-year Increase the number of Site Administrator Assessment forms returned Disaggregate RICA data based upon first time passage rates to consecutive August 15,

19 SECTION A CREDENTIAL PROGRAM SPECIFIC INFORMATION IV. USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE Since the Special Education Intern Program is small in operation, there has always been informal conversation between the program coordinator and practicum supervisors regarding individual intern candidate progress. Instructors also feel comfortable to bring individual concerns regarding intern candidate course progress to the Coordinator s attention. The Program Coordinator meets monthly with the Assistant Superintendent to discuss trends amongst cohorts or concerns regarding individual candidates. Practicum supervisors regularly discuss with site administrators intern candidate progress. Although both may share information, each works separately to evaluate and mentor with the intent of improving the intern candidate s professional practice. Formal discussion regarding assessment results and their implications regularly occur at quarterly practicum supervisor and faculty meetings. Specific data presented in this report will be shared with practicum supervisors and instructors at an upcoming faculty meeting. With streamlined data collection practices anticipated in the future, more formal data reports will assist faculty in understanding trends holistically. August 15,

20 Data Source Plan of Action Standard(s) Field Assignment-CSTP Description of Practice matrix, mid-year and endof-year -Collect data to include specific CSTP domain -Disaggregate data for midyear and end-of-year Common Standards 1, 2, 7 and 9 Portfolio Site Admin. assessment RICA data Retention form Internal SEI Program survey External SCOE survey Intern Disposition -Streamline data collection -Review portfolio process and requirements more thoroughly with third year candidates -Gather portfolio completion rubrics in a timely manner and followup on missing forms -Track CSTP domain 5 data to determine trend -Streamline data collection -Increase number of forms returned -Streamline data collection -Disaggregate RICA pass rate data -Streamline data collection -Refine retention form questions -Increase number of forms returned -Streamline data collection -Ensure all program graduates complete online survey -Continue high level of satisfaction -Improve communication and opportunities for input -Follow-up on missing forms -Streamline data collection Common Standards 1, 2, 6 and 9 Common Standards 1, 2 and 7 Common Standards 2, 6 and 9 Common Standards 1 and 2 Common Standards 1-9 Common Standards 1 and 2 Common Standards 1, 2 and 9 August 15,

21 SECTION B INSTITUTIONAL SUMMARY AND PLAN OF ACTION This section addresses all credential programs within an institution. The Stanislaus County Office of Education (SCOE) Special Education Intern Program offers the Education Specialist credential program via an internship. This credential program includes both authorizations: Mild/Moderate and Moderate/Severe. There is no other credential program offered through SCOE that currently is involved in the Commission on Teacher Credentialing Accreditation process. SCOE does offer a BTSA Induction program that will eventually be included. Since the data presented in this report include the one credential program, an analysis of data across programs is not applicable. Section A identified areas of strength, areas for improvement and a plan of action for the Special Education Intern Program. Assistant Superintendent, Stanislaus County Office of Education August 15,

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