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1 Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special Education launched revised initial licensure and added endorsement programs. The faculty evaluated the current program design, student outcomes, and current research in the area of teacher preparation. Based on this analysis the following needs were identified: Increase UCCS teacher candidates focus on providing special education services in the general education classroom. Directly link course work to practicum experiences. Increase the quality and number of the structured practicum experiences for all students. Organize the program so that practicum experiences occur early and continually throughout the teacher candidate experience at UCCS. Increase fiscal efficiency so that courses reached enrollment and faculty time was used effectively. Revisions were discussed at multiple department meetings and were shared with the dean and associate dean over the course of three months. The program revisions were approved by the Department of Special Education, College of Education Curriculum Committee, UCCS campus level committees, Colorado Department of Education, and Colorado Department of Higher Education. As a part of the design process we looked carefully at top ranked teacher licensure programs across the country. We implemented design structures such as the cohort model, decided to imbed assessment and universal design across content areas of the courses, and designed a new course on instructional and assistive technology. This redesign also allows for more careful offering of courses in order to increase enrollment. The new program re-design meets all of the state and national standards for licensure as a Special Education Generalist. All course syllabi include alignment for the following standards: Council for the Accreditation of Educator Preparation (CAEP), Council for Exceptional Children (CEC), Colorado Special Education Generalist, and Colorado Teacher Quality Standards (CTQS). Major Areas of Change: Focus on the implementation of special education services to increase access to general education core curriculum within the general education classroom Implementation of cohort model Design of a new course on Instructional and Assistive Technology 1

2 Shift from a separate course on assessment to imbedding assessment throughout the program Structured assessment plan throughout the program that allows for systematic data collection and the opportunity to provide feedback to students throughout the program. Fixed semester to enter the program Set time for students to take each course Reduction of course offerings and increased practicum experiences Philosophy of the Program Students in the Department of Special Education Initial Licensure and Added Endorsement Programs are provided the experiences and academic support to learn how to meet the needs of all students with disabilities in the general education classroom. Students are taught to focus on student strengths in order to support academic and social progress in inclusive environments. Coursework and practicum placements are linked by assignments. These carefully planned assignments allow students to practice their skills and develop techniques and materials that will lead to their successful development as teachers. The Core Requirements All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Students have the option of taking Introduction to Special Education in the summer as an unclassified student before they start the program. The initial licensure and added endorsement program both require a significant amount of time spent working in the field. Applicants who anticipate problems in completing the 800 clock hour field experience courses of the program should speak with a faculty member immediately and consider other options for their graduate study if the concern cannot be resolved. For additional information about course sequencing, please see the advising sheets. The Cohort Model The Department of Special Education teacher education program is specifically designed to meet the needs of the adult learner. All students must begin the program in August of the Fall semester. Students will take their classes in a cohort model. Students must commit to the schedule of courses and must take the course in sequence. The sequence of courses will include three practicum experiences totaling 800 hours of work in the field (including student teaching). Students can expect that their classes will primarily be held from 4:45 7:20 pm and 7:30 10:05 pm one day per week?. Some classes will be held in eight-week blocks or on Saturdays in order to support students who are both working and taking coursework. Up to twelve hours of approved coursework may be completed as an Unclassified Student at UCCS. Successful completion of Unclassified Student or Transfer Student coursework (9 2

3 credits maximum from an external university) does not ensure admission to the program. Students are encouraged to consult a faculty member about courses they wish to take as an unclassified student or to transfer; as certain rules apply regarding which courses will be accepted. To be considered for admission to the Special Education Licensure program, prospective students must complete the following procedures: Admission Requirements: 1. Meet with College of Education faculty advisor (contact the Student Resource Office ( ) or to schedule an appointment. 2. Meet with Student Success Center for undergraduate advising ( MH203) Turn in Degree Audit 3. Complete the Special Education Licensure Program Application 4. Interview with an assigned faculty member See application instructions for information on meeting each of the following: 5. Pay $50 application fee for undergraduate students, $60.00 application fee for graduate students, $75.00 application fee for international students (bring in proof of receipt). 6. Submit transcripts: one official copy from each institution you have attended. 7. Submit a Career Goal Statement 8. Confidential Reference Forms (3 total) 9. Proof of Background check Application deadline is April 1 st. Background Check All applicants must submit a copy of their background check with their application. This is University and School District field placement requirement. To obtain information and directions on the fingerprinting and background check please visit the UCCS College of Education Student Resource Center at: k%2010%2015%2014.pdf Required State and National Exams PRAXIS elementary content knowledge (Must be completed by Summer of year 1) PLACE Special Education Generalist Test (Must be completed prior to student teaching) Completion of the Masters Degree Graduate students wishing to continue past their licensure requirements to earn a Masters Degree may do so by taking three additional courses. These courses may be taken concurrently with or following completion of the licensure program. 3

4 Additional Courses to Complete the MA: LEAD 5700 Introduction to Research and Statistics (3 cr) SPED 5090 Applied Research Project (3 cr) SPED 5091 Current Topics in Special Education (3 cr) Course Work Overview for Initial Licensure in Special Education Generalist*: 1. SPED 3001/5001 Introduction to Special Education 2. SPED 3000/5000 Disability Studies in Education 3. SPED 3005/5005 Educational Technology for the Inclusive Classroom 4. SPED 4020/5020 Significant Support Needs 5. SPED 4010/5010 Multisensory Structured Language Education 6. TED 4570/5570 Elementary Literacy Methods 7. SPED 4022/5022 Consultation and Collaboration 8. SPED 3004/5004 Self Determination and Transition 9. CURR 5304 Math and Cognition (GRAD) OR SPED 4013 Direct Instruction Practicum/Mathematics (UDGRAD) 10. SPED 4021/5021 Designing Positive Classroom Environments 11. SPED 4025/5025 Field Work I 12. SPED 4030/5030 Field Work II 13. SPED 4031/5031 Elementary/Secondary Student Teaching *Please see appendix 1 for cohort model schedule of classes Special Education Generalist Key Assessments Course Name SPED 3000/5000 Disability Studies in Education SPED 3001/5001 Introduction to Special Education CURR 3170/5170 Introduction to Tech SPED 4020/5020 Significant Support Needs TED 4570/5570 Elementary Literacy Methods SPED 4030/5030 Fieldwork I SPED 4021/5021 Designing Positive Classroom Environments SPED 4025/5025 Major Assignment Rubric Cross Listed with CEC standards Multiple Lens Paper Eligibility Assignment Integrating Technology Across the Curriculum Project Inclusive Lesson Plan UDL Literacy Lesson Plan UDL Lesson Plan and Progress Monitoring Functional Behavior Analysis Positive Behavior Support Plan 4

5 Fieldwork II SPED 4010/5010 Multisensory Structured Language Education SPED 3004/5004 Self-Determination and Transition SPED 4013 Math Practicum CURR 5304 Math and Cognition SPED 4022/5022 Consultation and Collaboration SPED 4031/5031 Elementary/Secondary Student Teaching Basic Literacy Lesson Community Based Instruction Lesson Plan Final Instructor evaluation of taped lesson Final Mentor Teacher evaluation of lesson Problem solving lesson plan Final reflective journal Remediation lesson plans Paraprofessional Plan Individual student portfolio 5

6 Assessment Plan Special Education Generalist Initial Licensure Program Assessment Plan 1. Each course will have a key assignment linked to CEC standards graded and stored in Blackboard. 2. Internship/fieldwork/student teaching evaluation data will be housed in the Blackboard org shell for the specific cohort. 3. Internship/fieldwork/student teaching student work will be housed in Blackboard org shell for specific cohort. 4. All licensure students will keep a portfolio consisting of their major assignments. The portfolio will be kept in the cohort Blackboard org shell. 5. The university supervisor will upload the practicum evaluations into the cohort org shell. The cooperating teacher will the evaluation tool to the university supervisor and the university supervisor will upload it into the cohort org shell. Data Collection and Review Plan Scheduled collection of course data and administration of surveys are the responsibility of special education licensure program assessment coordinator Every January work with data manager to collect data from SPED 5000, SPED 5001, CURR 5170, SPED 5010, SPED 5004, CURR 5304 Every May work with data manager to collect data from SPED 5020, TED 5570, SPED 5030, SPED 5022, SPED 5031 Every September work with data manager to collect data from SPED 5021, SPED 5025 Every May send out alumni survey one year post graduation Every May send out employer survey Every May record feedback and action steps from Special Education Advisory Board meetings Every August record data and use employer survey to inform program of necessary action steps 6

7 7

8 Transition Point 1 Transition Point 2 Transition Point 3 Transition Point 4 Transition Point 5 Special Education Generalist Graduate Licensure Program GPA Scored Interview Scored Statement of Purpose Passing score on the PLACE elementary general content knowledge or PRAXIS exam Review of Major Assignments o SPED 5000 o SPED 5001 o CURR 5170 o SPED 5020 o TED 5570 Spring Internship mid term and final evaluation Implementation of requirements from each of the courses above Summer Inclusive Fieldwork final evaluation review Review of Major Assignments o CURR 5304 o SPED 5010 o SPED 5004 o SPED 5021 Implementation of requirements from each of the courses above Pass PLACE SPED Generalist exam Successful completion of Student Teaching and Internship University Supervisor evaluation, Cooperating Teacher evaluation, and Student Portfolio is reviewed Initial Alumni Survey Yearly employer survey Alumni survey one year post graduation Action by Faculty Action by Faculty Action by Faculty Action by Faculty Action by Faculty Faculty score files Students who do not pass the PLACE or PRAXIS may not take SPED 5030 internship in the Spring Faculty meet mid May to review all data above. During this meeting faculty will determine students who have met the competencies and those who have not. Those who have not will work with faculty to Faculty meet early September to review data and determine students who have met the competencies and those who have not. Those who have not will work with faculty to create a plan to retake the fieldwork In mid March faculty meet with teacher candidates who are at risk of not successfully completing student teaching Faculty meet mid May to determine students who have not met the student teaching competencies. Send out surveys in May Send reminder in June Pull data in August Record data from employer survey and feedback from Special Education Advisory Board.

9 Transition Point 1 Transition Point 2 Transition Point 3 Transition Point 4 Transition Point 5 Placement I Minimum 3.0 GPA check All Students come in for an individual meeting with faculty mid May come in for an individual meeting in mid September Students who do not pass PLACE Special Education Generalist exam may not proceed to SPED 5031 have not met the competencies will work with faculty to create a plan to retake student teaching Student exit survey distributed 9

10 Feedback Loop Feedback from all four points of assessment (1. Course requirements, 2. CLASS, 3. Planning and Implementation Feedback Form, & 4. Dispositions) are used during student meetings in transition point 2, 3, and 4. The data collected across these four points inform the student meetings. Student meetings are a time where faculty review progress with the candidate and make one of the following recommendations: 1) released to move forward, 2) released with recommendations, 3) remediation plan, 4) exited from the program. Feedback from all four points of assessment is used for program improvement through the use of the Course Action Plan (CAP). The course action plan is a tool used by faculty to create change in fieldwork and course work based on multiple data points. The Course Action Plan is administered every semester through Qualtrics all faculty fill out for the CAP for the courses they have taught.

11 Appendix 1 Special Education Generalist Initial License Planning Form First Year: Fall 20 (9 hours) SPED 5001 Introduction to Special Education SPED 5000 Disability Studies in Education CURR 5170 Intro to Technology in Education (online) Please note: SPED 5000 and 5001 can be taken in the summer prior to beginning the program. Students may take these courses as an unclassified student. SPED 5001 will be offered in an 8- week session and will meet the first 8 weeks of the semester. This class will have on- line components. First Year: Spring 20 (10 hours) SPED 5020 Significant Support Needs TED 5570 Elementary Literacy Methods 4 hours SPED 5024 Field Experience I (one day per week in the field) First Year: Summer 20 (6 hours) SPED 5021 Designing Positive Classroom Environments SPED 5304 Math and Cognition Second Year: Fall 20 (9 hours) SPED 5010 Multisensory Structured Language Education SPED 5004 Self- Determination and Transition (online) SPED 5025 Fieldwork Experience II (one day per week in the field) Second Year: Spring 20 (9 hours) SPED 5022 Consultation and Collaboration SPED 5031 Elementary/Secondary Student Teaching and Seminar 6 hours 11

12 Total Hours for Initial License: 4 Additional Courses for a Master s Degree (9 hours) Students wishing to receive a Master s Degree will need to take three additional courses listed below. These courses can be taken at the same time as licensure courses or after the completion of the license. Courses must be taken in the order listed below. LEAD 5700 and SPED 5091 may be taken concurrently. Course # Master s Degree Requirement Course Hours LEAD 5700 SPED 5091 SPED 5090 Introduction to Research and Statistics Current Topics in Special Education Applied Research Project 12

13 Special Education Generalist Added Endorsement Planning Form First Year: Fall 20 (6 hours) SPED 5000 Disability Studies in Education CURR 5170 Introduction to Technology in Education (online) First Year: Spring 20 (9 hours) SPED 5020 Significant Support Needs SPED 5022 Consultation and Collaboration SPED 5024 Field Experience I (one day per week in the field) Added endorsement students may choose either SPED 5024 or SPED Added endorsement students who are working as classroom teachers and are supporting students with disabilities in inclusive environments may have the option of performing SPED 5030 in their own classroom. First Year: Summer 20 (3 hours) SPED 5021 Designing Positive Classroom Environments Second Year: Fall 20 (9 hours) SPED 5010 Multisensory Structured Language Education SPED 5004 Self- Determination and Transition (online) SPED 5025 Fieldwork Experience II (four weeks half day in the field) Total Hours for Added Endorsement: 24 hours Additional Courses for a Master s Degree (9 hours) Students wishing to receive a Master s Degree will need to take three additional courses listed below. These courses can be taken at the same time as licensure courses or after the completion of the license. Courses must be taken in the order listed below. LEAD 5700 and SPED 5091 may be taken concurrently. Course # Master s Degree Requirement Course Hours 13

14 LEAD 5700 SPED 5091 SPED 5090 Introduction to Research and Statistics Current Topics in Special Education Applied Research Project 14

15 Special Education Generalist Undergraduate Planning Form First Year: Fall 20 (9 hours) SPED 3001 Introduction to Special Education SPED 3000 Disability Studies in Education CURR 4170 Intro to Technology in Education (online) Please note: SPED 3000 and 3001 can be taken in the summer prior to beginning the program. Students may take these courses as an unclassified student. SPED 3001 will be offered in an 8- week session and will meet the first 8 weeks of the semester. This class will have on- line components. First Year: Spring 20 (10 hours) SPED 4020 Significant Support Needs TED 4570 Elementary Literacy Methods 4 hours SPED 4024 Field Work I (one day per week in the field) First Year: Summer 20 (5 hours) SPED 4021 Designing Positive Classroom Environments SPED 4013 Direct Instruction Practicum/Mathematics 2 hours Second Year: Fall 20 (9 hours) SPED 4010 Multisensory Structured Language Education SPED 3004 Self- Determination and Transition (online) SPED 4025 Fieldwork Experience II (one day per week in the field) Second Year: Spring 20 (9 hours) SPED 4022 Consultation and Collaboration SPED 4031 Elementary/Secondary Student Teaching and Seminar 6 hours Total Hours for Initial License: 42 hours 15

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