PRELIMINARY MODERATE/SEVERE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY)

Transcription

1 PRELIMINARY MODERATE/SEVERE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK INTRODUCTION This handbook has been prepared for candidates, faculty, field-based supervisors (i.e., cooperating teachers, intern support providers) and university supervisors in the California State University Monterey Bay (CSUMB) Moderate/Severe Education Specialist Program. It is intended to provide an overview of the program to better serve prospective special educators and the students they serve. Our program is primarily designed for teachers working under contract, typically with either an emergency permit or internship credential. These working teachers will pursue their certification program while they maintain employment. The course of study will be flexible to meet the demands of their job and state of California credential requirements. Students who are not working as interns are also welcome to complete our program. The Preliminary credential program should to be completed in two years, including summer sessions. Field experiences take place in the first and final semesters. Field experiences are a cooperative effort between field supervisor, university faculty, and candidates.

2 CREDENTIAL & GENERAL PROGRAM INFORMATION GENERAL CREDENTIAL INFORMATION: In California, special education credentials are referred to as Education Specialist Instruction Credentials. CSUMB offers Education Specialist Instruction Credential Programs in Moderate/Severe Disabilities and Mild to Moderate Disabilities (for information on the Mild to Moderate Programs, please consult the Program Handbooks for the Education Specialist Credential Program in Mild to Moderate Disabilities). This credential may be used in inclusive general education settings; resource rooms or services; special education settings; special schools; home/hospital settings; correctional facilities; non-public, non-sectarian schools and agencies as defined in the California Education Code; and alternative and non-traditional instructional public school settings other than classrooms. The Education Specialist Instruction Credential: Moderate/Severe Disabilities authorizes the holder to conduct assessments, provide instruction, and deliver special education related services to individuals with a primary disability of autism, moderate/severe mental retardation, deaf-blind, emotional disturbance, and multiple disabilities, in kindergarten, grades 1 through 12 to age 22, and classes organized primarily for adults in services across the continuum of program options available. TWO CREDENTIAL LEVELS: Currently, CSUMB offers only the Preliminary Education Specialist Credential in Moderate/Severe Disabilities. However we plan to offer the Clear Education Specialist Credential Program in Moderate/Severe Disabilities. The Preliminary Education Specialist Credential Program: This preliminary credential program prepares individuals to perform responsibilities of entry-level special education teachers in grades K-12, including adults to age 22. The preliminary credential earned at the end of the program is valid for up to 5 years. The Clear Education Specialist Program: Teachers, who have a Preliminary Education Specialist, have five years to complete their Clear Credential. Individuals with a Preliminary Credential can complete the Clear Credential requirements through their Local Education Agency or through an Institute of Higher Education. MODERATE/SEVERE PROGRAM CURRICULUM STRUCTURE: Once you are admitted to our Preliminary Moderate/Severe program, you will be placed at the Pre Professional Phase or the Professional Phase. You will be informed which phase you have been placed in through your acceptance letter. THE PRE-PROFESSIONAL PHASE (THE PRE ED PROGRAM): Most people enter the Moderate/Severe Program through the Pre Professional phase. This is a conditional admission for those who still need to complete some requirements for full admission into the program. During the Pre Professional phase, you will receive advisement based on a careful review of your transcripts and prior experiences to see what Pre Ed experiences you have already completed. Then, you will take classes, take examinations, and engage in other activities needed to complete the requirements for admission to the Professional Phase. THE PROFESSIONAL PHASE:

3 Once an applicant has completed all of the requirements for full admission into the Moderate/Severe Program, he or she will choose between two pathways: Student Teaching or Internship. The primary difference between the two is in the field placement. The Internship Pathway is designed for candidates who come to the program and have a contract with a local district with which we have a legal partnership for the Intern Program. The Student Teaching Pathway is designed for those relatively new to teaching students with moderate to severe disabilities and those who are not working under contract with a partner district. THE INTERNSHIP PATHWAY AND INTERNSHIP CREDENTIAL OPTION: The education specialist internship is an accelerated program with on-the-job training for individuals hired as special education teachers at least half time by one of the school districts in the Tri-County service region. Interns are individuals who have prior classroom experience and background in education, and are judged by the employer and university as capable of assuming complex responsibilities at an accelerated pace. Applicants for the Intern Credential must have verification of fingerprint clearance through the CCTC, have met the State s US Constitution requirement, passed CBEST, possess a B.A. or B.S. from an accredited university or college, have subject matter competency verification (this typically means having passed the CSET), current First Aid & CPR certification, a minimum GPA in their last 60 units, met the pre-instructional course requirements, and a letter of offer of employment or a contract for qualifying employment. The employing school district and the university special education internship program assesses an applicant s qualifications for program entry. As a result of that assessment, prerequisites and experiences are determined for applicants not holding a valid basic teaching credential. If you have a teaching position with a local partner school district and meet all the admissions requirements for the Internship, you will be assigned to the Professional Phase Internship Alternative, the California Teacher Internship Program (CTIP). In this case, you will teach the classes assigned to you by contract. Your supervised teaching will take place within the classes you regularly teach. All special education university classes are scheduled in the late afternoon/early evening and weekends throughout the year, including summers to accommodate those with fulltime teaching obligations. There is a significant difference between having a Temporary (or District Issued) Permit and an Internship Credential. The most significant difference is that an Internship Credential is a teaching credential that is recognized as a professional certificate by districts statewide. The reason for this recognition and higher status is that the person on an Internship Credential is receiving support to grow as a teacher. The program in which the intern is enrolled signs assurances with the California Commission on Teacher Credentialing that the program will provide interns with the information and support they need to become fully credentialed. CSUMB takes this responsibility seriously and has created four support systems for teachers in CTIP: Course Work A University Advisor A University Supervisor A Classroom Mentor/Support Provider At the time you enroll in the Internship Program, you will meet with our Credential Analyst who will give you the materials to apply to the California Commission on Teacher Credentialing (CCTC) for an Internship Credential. Every student enrolled in CTIP teaches under an Internship Credential. This Internship Credential authorizes you to teach students with moderate to severe disabilities for up to 24 months. This is a credential for students who have teaching positions in local school districts that have an internship agreement with CSUMB. A GENERAL EDUCATION CREDENTIAL IS NOT REQUIRED:

4 Individuals who wish to earn only the Education Specialist Credential in Mild/Moderate Disabilities are not required to complete the Multiple Subject or Single Subject Credential; however, their special education preparation program will include significant coursework and fieldwork in general education. Those individuals who earn only the Education Specialist Credential will not be authorized as general education teachers. MEETING THE SUBJECT MATTER COMPETENCY REQUIREMENT (UNIVERSITY UNDERGRADUATE PROGRAM VS. CSET): Applicants have two options for meeting the subject matter competency requirement. First, individuals can complete an approved undergraduate subject matter program. For example, at CSU, Monterey Bay, the Liberal Studies Major is an approved subject matter program. Secondly, individuals may choose to have any undergraduate major and then demonstrate subject matter competence for teaching in special education by passing the California Subject Examinations for Teachers (CSET) exam. For subject matter verification and advisement, contact the campus department office of your undergraduate major and ask for an appointment with the subject matter preparation program advisor. For individuals with a multiple subjects or single subject credential, this requirement has already been met by obtaining the credential you currently hold. PREREQUISITES TO THE SPECIAL EDUCATION PROGRAM: Interview with the Program Coordinator Application to the university (online at Special Education Program Application Packet (which includes the following): Pre-professional experience (verification of 50 hrs of experience in special education) Three letters of recommendation (two on program forms, which will be ed to your references) Resume Statement of Purpose Essay Transcripts from previous universities U.S. Constitution Requirement Subject matter competence (Approved Waiver Letter or CSET) CBEST Exam Certificate of Clearance or other verification of Fingerprint Clearance through CCTC B.A. or B.S. completed at an accredited university or college PROGRAM OVERVIEW The Moderate/Severe Education Specialist Program emanates from an established vision of excellence at CSUMB, as indicated in the College of Professional Studies and Field-Based Teacher Education mission statements. The conceptual framework for the program combines preferred pedagogical practices for students with moderate to severe with equity issues for students from different cultural and linguistic backgrounds. The course series and program coordination centers around preparing teachers to serve students with moderate to severe disabilities and their families in the Tri-County service area. The following program information is intended as an overview; program details and particulars are discussed with the coordinator of the program and the faculty. COLLEGE MISSION STATEMENT The Mission of the College of Professional Studies is to: Provide access to excellence in undergraduate, preservice and graduate education programs that are learning-centered, interdisciplinary, collaborative, and diversity oriented.

5 Equip students with knowledge, skills, and values that are indispensable to professional competence and quality of personal life in our ever-changing, pluralistic, and technological society by engaging them in active learning experiences in an array of school, community and business contexts. Build and sustain partnerships and linkages that increase the College s capacity to provide highquality, innovative academic programs that meet the educational needs of our students, the region, and the state in the areas of teacher education, management and international entrepreneurship, human services, global/cross-cultural learning, and health and wellness. The College is committed to internal and external collaboration. Professionals from K-12 schools, other colleges and universities, community organizations, agencies, and businesses throughout our tri-county service area are our collaborative partners in the design, on-going development and implementation of the College programs. These collaborative bridges bring both knowledge and experience that increases our capacity to meet the educational needs of the region and the state. DEPARTMENT MISSION STATEMENT The mission of the Department of Teacher Education is to prepare teachers who are committed to improving school practices for California's diverse student populations, who can model such practices in their own classrooms and who are committed to developing learning environments that promote success for all students. Student teaching is done in conjunction with an intern s full time teaching position in the partnership school district. SPECIAL EDUCATION PROGRAM MISSION STATEMENT The Special Education Program prepares professionals to develop and maximize the potential of individuals with learning challenges and their families. The program emphasizes preferred curriculum and instructional practices, basic and applied research, collaboration with general education partners, and direct service in local schools. To fulfill the mission, we offer the following: * Professional preparation in the area of mild to moderate disabilities leading to the Preliminary Mild/Moderate Education Specialist Credential with Added Authorization in Autism Spectrum Disorders and Level II * Professional preparation in the area of moderate to severe disabilities leading to the Preliminary Moderate/Severe Education Specialist Credential and Level II * Masters of Arts in Education with an emphasis in Special Education * Certificate Program in Behavior Analysis The program's faculty members provide leadership through partnerships with local educational and community agencies, active participation in national and international professional organizations, and through sustained collaboration with university professionals and colleagues. Preliminary Program Sequence Moderate to Severe 1 Year Pathway for Students with a Base Credential Summer: SPED 560 (3 units; online) Inclusionary Practices for Students with Special Needs SPED 550 (3 units; intern only) Foundations & Practices for the Education Specialist (6 units)

6 Fall: SPED 562 (3 units; online) Curriculum Development & Preferred Practices for Students With Mild-Severe Special Needs SPED 567A (5 units) Initial Practicum SPED 566 (3 units; online) Behavior Intervention & Support SPED 571 (3 units; online) Teaching & Assessing Students with Autism Spectrum Disorders SPED 585 (3 units; online) Transition and Career Development for the Education Specialist (17 units) Spring: ED 538* (2 units) Introduction to Classroom Technology ED 538B (1 unit) Assistive Technology in the Classroom ED 550* (2 units) Health Education SPED 564 (3 units; online) Formal & Informal Assessment SPED 567B (5 units) Practicum and Preliminary Induction Planning SPED 574 (3 units; online) Teaching Functional Communication to Students with Moderate-Severe Disabilities (15 units) Summer: SPED 568 (3 units; online) Methodologies for Culturally & Linguistically Diverse Students With Mild-Severe Special Needs (3 units) Total: 38 units (41 units for interns) * = Course not required for individuals who hold a Clear Multiple or Single Subjects Credential Preliminary Program Sequence Moderate to Severe (2 Year Pathway) Year 1 Summer: SPED 560 (3 units; online) Inclusionary Practices for Students with Special Needs ED 609* (3 units) - Math Methods SPED 550 (3 units; intern only) Foundations & Practices for the Education Specialist (9 units) Fall: ED 538* (2 units) Introduction to Classroom Technology SPED 567A (5 units) Initial Practicum SPED 566 (3 units; online) Behavior Intervention & Support SPED 571 (3 units; online) Teaching & Assessing Students with Autism Spectrum Disorders (13 units) Spring: SPED 574 (3 units; online) Teaching Functional Communication to Students with Moderate-Severe Disabilities SPED 562 (3 units; online) Curriculum Development & Preferred Practices for Students With Mild-Severe Special Needs SPED 565* (2 units) Supervised Field Experiences in General Education (8 units)

7 Year 2 Summer: SPED 568 (3 units; online) Methodologies for Culturally & Linguistically Diverse Students With Mild-Severe Special Needs (3 units) Fall: ED 616* (3 units) - Language & Literacy Across the Curriculum I SPED 564 (3 units; online) Formal & Informal Assessment SPED 585 (3 units; online) Transition and Career Development for the Education Specialist (9 units) Spring: ED 538B (1 unit) Assistive Technology ED 550* (2 unit) Health Education ED 617* (3 units) - Language & Literacy Across the Curriculum II SPED 567B (5 units) Practicum and Preliminary Induction Planning (11 units) Total: 50 units (53 units for interns) * = Course not required for individuals who hold a Clear Multiple or Single Subjects Credential Preliminary Program Sequence Moderate to Severe 3 Year Pathway Year 1 Summer: SPED 560 (3 units; online) Inclusionary Practices for Students with Special Needs ED 609* (3 units) - Math Methods SPED 550 (3 units; intern only) Foundations & Practices for the Education Specialist (9 units) Fall: SPED 567A (5 units) Initial Practicum ED 538* (2 units) Introduction to Classroom Technology (7 units) Spring: SPED 562 (3 units; online) Curriculum Development & Preferred Practices for Students With Mild-Severe Special Needs SPED 565* (2 units) Supervised Field Experiences in General Education (5 units) Year 2 Summer: SPED 568 (3 units; online) Methodologies for Culturally & Linguistically Diverse Students With Mild-Severe Special Needs Fall: SPED 566 (3 units; online) Behavior Intervention & Support SPED 571 (3 units; online) Teaching & Assessing Students with Autism Spectrum Disorders (6 units) Spring: SPED 564 (3 units) Formal & Informal Assessment SPED 574 (3 units; online) Teaching Functional Communication to Students with Moderate-Severe Disabilities (6 units) Year 3 Fall: ED 616* (3 units) - Language & Literacy Across the Curriculum I

8 SPED 585 (3 units; online) Transition and Career Development for the Education Specialist (6 units) Spring: ED 617* (3 units) - Language & Literacy Across the Curriculum II SPED 567B (5 units) Practicum and Preliminary Induction Planning ED 538B (1 unit) Assistive Technology ED 550* (2 units) Health Education (11 units) Total: 50 units (53 units for interns) * = Course not required for individuals who hold a Clear Multiple or Single Subjects Credential ACADEMIC PROGRAM DESCRIPTION The professional preparation year of the Moderate/Severe Education Specialist Program consists of four terms of study (for the part time program add one more term of study = 5 terms of study; and for the intern program add another term of study = 6 terms of study). The program normally begins in Fall and continues through August of the following year. At the end of the program the teacher candidate has completed the course work necessary to be ready to apply for the Preliminary Moderate/Severe Credential. Transfer students may substitute equivalent undergraduate prerequisite courses for CSUMB undergraduate courses. SPED 550 Foundations and Practices for the Education Specialist (This course is required for anyone who will be enrolled in the Intern Pathway of the program). This introductory course focuses on practical applications of teaching theory, methodology, and pedagogy of learning for teachers of students with mild to moderate and moderate to severe disabilities. Course content addresses eligibility and characteristics of exceptionalities, classroom management, lesson plans, special education law, individual education plans, assessment and instructional strategies for working with students with mild to moderate and moderate to severe disabilities in inclusive settings. The course includes participation and planning for students with mild to moderate and moderate to severe disabilities. Prerequisite for Mild/Moderate and Moderate/Severe Education Specialist Credential Internship Programs (Offered summer session). ED 538A Technology in the Classroom This course provides an introduction to and practice in basic computer skills for credential candidates, to complement the skills taught in the credentials program foundations and methods courses. The software applications forming the core of the class include presentation skills, spreadsheet use, and word processing. The course is structured as independent study, with students participating in the sessions and carrying out the assignments that meet their particular needs as assessed by the CTAP2. Assignments are transmitted and submitted via electronic means, as part of the course requirements (Offered fall and spring semester) ED 538B Assistive Technology in the Classroom This course is an introduction to assistive technology (AT), legal issues regarding the use of AT, and the decision making process for AT decisions. This course examines the use of technology to facilitate teaching and learning. Students will explore the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. High and Low tech assistive technology to facilitate communication, access to the curriculum and skill development will also be covered (Offered fall and spring semester). ED 550 Health Education Focuses on health topics as they relate to teaching and learning environments (preschool to adult). Identifies current issues and problems of individual, family, and community health concerns in the social and school context. Explores theories, organization, methods, and materials for the understanding and the teaching of health education. Fulfills the

9 California health education requirement for the clear credential. The state CPR requirement is not part of this course (Offered spring semester). ED 616 Language and Literacy Across the Curriculum I introduces approaches to the development of language and literacy in an elementary school. The course develops the theoretical foundations of literacy development and the skills and strategies for teaching reading and writing across the curriculum. Students practice a variety of strategies that address emerging literacy, including strategies for beginning reading to be found in a well balanced reading program. These include: planning and organizing reading instruction based on ongoing assessment; conducting ongoing assessment of reading instruction; developing phonological and other linguistic processes related to reading; phonemic awareness; systematic and explicit phonic/word identification strategies; concepts about print, spelling instruction, developing reading comprehension; student independent reading, supporting reading through oral and written language development; relationships among reading, writing, and oral language; vocabulary development, structure of the English Language and Spanish Language; strategies for promoting literary analysis, appreciation of literature, and independent reading (Offered fall semester). ED 617 Language and Literacy Across the Curriculum II reviews language and literacy development and intervention strategies beyond the emergence level for learners whose reading and development reflects a diverse range of backgrounds and learning needs. Emphasis is placed on strategic approaches to teaching language across the curriculum (Offered spring semester). ED 609 Math Methods introduces students to the theory and practice for teaching mathematics in elementary classrooms. The course helps students further their understanding of the mathematics they will be teaching as well as how to teach it (Offered summer session and fall semester). ED 560 Inclusionary Practices for Students with Special Needs provides participants with the required competencies to assist in teaching exceptional students, and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. The course includes exploration of educational laws, IEPs, service delivery systems, modification of instructional methods, and assessment processes to support inclusion and mainstreaming of students with exceptionality in regular education environments. Fulfills state requirement for clear credential (Offered fall/spring semesters and summer session). SPED 562 Curriculum Development and Preferred Practices for Students with Mild-Severe Special Needs is based on current research which introduces important contemporary issues, such as the relationship between identification, assessment, and program planning for students with mild to severe disabilities. Covers formal and informal assessment, instructional strategies, curriculum design, and modifications that are relevant and age-appropriate to ensure student success and independence in general education and other learner-centered environments (Offered fall and spring semesters). SPED 564 Formal and Informal Assessment for Diverse Student Populations examines the role of formal and informal assessment in planning and implementing curriculum and instruction. Students learn how to interpret and use assessment information taking into consideration the unique personal, cultural, linguistic, educational, and environmental background of the individual. The course ties assessment to preferred instructional practices in order to meet the educational goals of the individual to ensure success at school, at home, and in the community (Offered fall and spring semesters).

10 SPED 565 Supervised Field Experiences in General Education provides prospective special educators with opportunities to investigate how general educators plan, implement, modify, and monitor instruction. Students reflect on preferred practices, presentation skills appropriate to the core curriculum, and responsiveness to student needs and characteristics (Offered fall semester) SPED 566 Behavior Intervention and Support analyzes the policies and practices that assist teachers to develop and maintain positive learning environments for all students. Students learn about effective management approaches for students with mild to severe disabilities, such as conducting functional assessments and writing behavior intervention plans. This course also functions as the first of three courses in the Certificate Program in Behavior Analysis (Offered fall and spring semesters). SPED 568 Methodologies for Culturally and Linguistically Diverse Students with Mild- Severe Special Needs emphasizes a practical approach to the teaching and learning of listening, speaking, reading, and writing skills of students from culturally and linguistically diverse backgrounds (Offered spring semester and summer session). SPED 571 Teaching and Assessing Students with Autism Spectrum Disorders This course is designed to prepare teachers to develop, teach, adapt, modify and integrate curriculum for students with Autism Spectrum Disorders participating in a variety of educational settings, including general education classrooms and other inclusive environments. Topics covered include the development of a functional curriculum, promoting enhanced communication skills, teaching meaningful daily living, academic and vocational skills, policies and regulations regarding students with movement, mobility, sensory and specialized health care needs, developing supports for students with specialized health care needs, and issues in this field for future consideration (Offered fall and spring semester). SPED 574 Teaching Functional Communication to Students with Moderate-Severe Disabilities prepares teachers to effectively and appropriately address the communicative needs of students with moderate to severe disabilities participating in a variety of educational settings, including general education classrooms (Offered spring semester). SPED 585 Transition and Career Development for the Education Specialist Provides the rationale for incorporating career education or academic training, vocational preparation, social skills instruction, and daily living skills into teaching practices from preschool to adult education so students are prepared for adult life. Offers opportunities to develop teaching units, strategies, and programs that can be utilized in special education programs. Class participants learn about functional vocational assessment, service learning, transition practices, self-determination skills, and self-advocacy (Offered fall semester). SPED 567A Initial Practicum This early field experience course is required for all candidates during their initial semester. This field experience course provides planned field experiences within the full range of service delivery options available for educating students with mild/moderate or moderate/severe disabilities in K-12 public and non-public school settings. Additionally, the course provides candidates with knowledge of typical and atypical human development (Offered fall and spring semester). SPED 567B Practicum/Professional Induction Planning emphasizes effective teaching practices, grouping strategies, behavioral planning, subject matter competency, curricular and instructional modifications, and collaboration. Student evaluations are based on an ability to develop individualized instructional plans based on assessments, teaching competency, including lesson design and implementation, management of the learning environment, and active collaboration with faculty peers (Offered fall and spring semesters).

11 A LOOK AT STANDARDS CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP) The California Standards for the Teaching Profession (CSTP) are overarching standards that guide teacher preparation. They are aligned and compatible with the Standards of Quality and Effectiveness for the Moderate/Severe Education Specialist Credential. Though broader in scope, they help to create a context for quality teaching in California schools. The Moderate/Severe Program embraces these standards and uses them as a framework for teacher growth and success during the program. Standard 1. Engaging and Supporting All Students in Learning 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching Standard 2. Creating and Maintaining Effective Environments for Student Learning 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning Standard 3. Understanding and Organizing Subject Matter for Student Learning 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content Standard 4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

12 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students Standard 5. Assessing Students for Learning 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families Standard 6. Developing as a Professional Educator 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct CORE STANDARDS FOR PRELIMINARY MODERATE/SEVERE EDUCATION SPECIALIST CREDENTIAL The following are the Standards of Quality and Effectiveness for the Preliminary Moderate/Severe Education Specialist Credential. The California Standards for the Teaching Profession (CSTP) are correlated in each of the courses as shown after the listing of the standards (see Table 1, Correlation Matrix). This correlation allows for maximum interface with our general education partners to provide the best education for students with moderate to severe disabilities. Program Standard 1: Program Design, Rationale and Coordination Each program of professional preparation is coordinated effectively in accordance with a cohesive design and sound evidence-based practices relevant to the contemporary conditions of schools. The design must reflect the full range of service delivery options, including general education, and the knowledge and skills to meet the needs of students in the specific areas authorized by the credential. The program has an organizational structure that forms a logical sequence between the instructional components and fieldwork, and that provides for coordination of the components of the program. The program describes a plan that allows for multiple points of entry. Program Standard 2: Professional, Legal and Ethical Practices Each program must provide instruction in the philosophy, history and legal requirements, and ethical practices of special education. This curriculum includes state and federal mandates, legal requirements for assessment, Individualized Family Service Program, Individualized Education Program (IEP) development and monitoring, services, and instruction of students with disabilities. The program provides candidates information on laws and regulations as they pertain to promoting teacher behavior that is positive and self-regulatory as well as promoting safe educational

13 environments. The program provides opportunities for demonstration of ethical standards, of teaching, of evidence based educational practices in relation to theories, research and regulations necessary to the provision of services to individuals with disabilities and their families. Program Standard 3: Educating Diverse Learners The program provides instruction in understanding and acceptance of differences in culture, cultural heritage, ethnicity, language, age, religion, social economic status, gender identity/expression, sexual orientation, and abilities and disabilities of individuals served. In addition, the program provides knowledge and application of pedagogical theories, development of academic language and principles/practices for English language usage leading to comprehensive literacy in English. The program ensures each candidate is able to demonstrate knowledge, skills and abilities to become proficient in implementing evidence based and multifaceted methodologies and strategies necessary in teaching and engaging students with disabilities. Program Standard 4: Effective Communication and Collaborative Partnerships The program provides instruction in communicating effectively with (1) individuals with disabilities and their parents, and primary caregivers, (2) general/special education teachers, and coteachers, related service personnel, and administrators, (3) trans-disciplinary teams including but not limited to multi-tiered intervention, Section 504, IEP/IFSP/ITP. The program provides opportunities for the candidate to establish and work in partnerships to design, implement, and evaluate appropriate, integrated services based on individual student needs. The program informs candidates of the importance of communicating effectively with the business community, public and non-public agencies, to provide the cohesive delivery of services, and bridge transitional stages across the life span for all learners. Program Standard 5: Assessment of Students The program provides opportunities for candidates to acquire the knowledge and skills necessary to assess students in a comprehensive manner within the breadth of the credential authorization. Each candidate understands and uses multiple sources of information in order to participate in progress monitoring and in decision making regarding eligibility and services. The program provides candidates with the knowledge and skill to assess students from diverse backgrounds and varying language, communication, and cognitive abilities. The program provides opportunities for using both formal and informal assessments to evaluate students' needs and strengths for the purpose of making accommodations, modifications, instructional decisions and ongoing program improvements. The program provides the opportunities for each candidate to demonstrate the knowledge of required statewide assessments and local, state and federal accountability systems. Program Standard 6: Using Educational and Assistive Technology The program provides opportunities for candidates to acquire the ability to use computer-based technology to facilitate the teaching and learning process. Each candidate demonstrates knowledge and understanding of the appropriate use of computer-based technology for information collection, analysis and management in the instructional setting. Candidates demonstrate knowledge of assistive technology including low and high equipment and materials to facilitate communication, curriculum access, and skill development of students with disabilities. Program Standard 7: Transition and Transitional Planning The program provides opportunities for candidates to plan, implement, and evaluate transitional life experiences for students with disabilities across the lifespan. Each candidate collaborates with personnel from other educational and community agencies to plan for successful transitions by students. Each candidate demonstrates the knowledge and ability to teach students appropriate selfdetermination and expression skills.

14 Program Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning The program provides candidates opportunities to demonstrate the ability to participate effectively as a team member and/or case manager for the IFSP/IEP/transition planning process, from prereferral interventions and requisite assessment processes, through planning specially-designed instruction to support access to the core curriculum, developing appropriate IFSP/IEP/transition planning goals based on standards and following all legal requirements of the IFSP/IEP/transition planning process. Program Standard 9: Preparation to Teach Reading/Language Arts The preparation program provides substantive, research-based instruction that effectively prepares each candidate to teach reading/language arts. Candidates in the other education specialist credential programs will be prepared to deliver a comprehensive program of systematic instruction in reading, writing, listening, and speaking aligned to the state adopted English Language Arts Content Standards and the Reading/Language Arts Framework. The program provides candidates with systematic, explicit instruction to meet the needs of the full range of learners (including struggling readers, students with special needs, English language learners, speakers of nonstandard English, students who have no communication/language system, and advanced learners) who have varied reading levels and language backgrounds. The preparation program provides each candidate with experience in a classroom where reading is taught. Program Standard 10: Preparation to Teach English Language Learners In the professional teacher preparation program all candidates have multiple systematic opportunities to acquire the knowledge, skills and abilities to deliver comprehensive instruction to English language learners. Candidates learn about state and federal legal requirements for the placement and instruction of English language learners. Candidates demonstrate knowledge and application of pedagogical theories, principles and practices for English Language Development leading to comprehensive literacy in English, and for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. Candidates learn how to implement an instructional program that facilitates English language acquisition and development, including receptive and expressive language skills, and that logically progresses to the grade level reading/language arts program for English speakers. Candidates acquire and demonstrate the ability to utilize assessment information to diagnose students language abilities, and to develop lessons that promote students access to and achievement in the state-adopted academic content standards. Candidates learn how cognitive, pedagogical and individual factors affect students language acquisition. Program Standard 11: Typical and Atypical Development The program prepares candidates to demonstrate comprehensive knowledge of typical and atypical human development from the prenatal stage through adulthood including knowledge of developmental stages and their implications for learning. Candidates will demonstrate comprehensive knowledge of atypical development associated with various disabilities and risk conditions (e.g. visual impairment, autism spectrum disorders, cerebral palsy), resilience and protective factors (e.g. attachment, temperament), and their implications for learning. Candidates will recognize the potential influence of varying cultural factors and practices on development. Candidates will demonstrate skills required to provide information to family members regarding typical developmental expectations as well as the impact of the disability on developmental progress. Candidates will demonstrate skills required to ensure that the intervention and/or instructional environment are appropriate to the student s chronological age, developmental differences, and disability-specific needs. Program Standard 12: Behavioral, Social, and Environmental Supports for Learning The program ensures that candidates demonstrate knowledge and the ability to implement systems that assess, plan, and provide academic and social skill instruction to support positive behavior in all students, including students who present complex social communication, behavioral and emotional needs. The program provides candidates information on laws and regulations as they

15 pertain to promoting behavior that is positive and self-regulatory as well as promoting safe schools. Program Standard 13: Curriculum and Instruction of Students with Disabilities The program provides opportunity for candidates to demonstrate the ability to develop, implement, adapt, modify, and evaluate a variety of pedagogical approaches to instruction, including instructional sequences, unit and lesson plans, that provide students with disabilities with equitable access to the content and experiences found in the state-approved core curriculum. Candidates acquire and demonstrate strategies and best practices to develop differentiated lessons and instructional sequences that are appropriate for individuals with diverse strengths and needs in a variety of educational environments. Candidates must be able to apply these skills as they pertain to their specific area of specialization and credential authorizations across age and grade levels. Program Standard 14: Creating Healthy Learning Environments Candidates learn how personal, family, school, community and environmental factors are related to students academic, physical, emotional and social well-being. Candidates learn about the effects of student health and safety on learning and study the legal responsibilities of teachers related to student health and safety. Programs provide professional development for candidates to understand and utilize universal precautions designed to protect the health and safety of the candidates themselves. Program Standard 15: Field Experience in a Broad Range of Service Delivery Options The program will ensure that candidates have planned experiences and/or interactions with the full range of the service delivery system, the providers of such services, and parents and families, including experiences in general education. The experiences must reflect the full diversity of grades/ages, federal disability categories and the continuum of special education services outlined in the specific credential authorization. The experiences are planned from the beginning of the program to include experiences in general education, experiences with parents and families, and experiences with a broad range of service delivery options leading to an extended culminating placement in which the candidate works toward assuming full responsibility for the provision of services in the specific credential authorization and is of sufficient duration for the candidate to demonstrate the teacher performance expectations for special educators. The culminating placement may be in any school, agency or program as defined in Education Code Sections 56031, 56360, and for the purpose of providing special education services. For interns, this standard may be met by activities embedded in coursework and/or visits/interactions with service providers. It is not intended that interns leave their work assignments for an extended period to meet this standard. Program Standard 16: Assessment of Candidate Performance Prior to recommending each candidate for a teaching credential, one or more persons responsible for the program shall determine on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory performance on the full range of Teaching Performance Expectations (TPEs) as they apply to the subjects and specialties authorized by the credential. During the program, candidates are guided and coached on their performance in relation to the TPEs using formative processes. Verification of candidate performance is provided by at least one supervising teacher and one institutional supervisor trained to assess the TPEs. At least one assessor shall hold authorization in the candidate s credential area. M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities The program provides opportunities for each candidate to demonstrate knowledge of disability characteristics, educational and psychosocial implications of these characteristics, individualized and functional assessments, and instructional/curricular adaptation strategies for students identified with moderate/severe/profound mental retardation, deaf-blindness, multiple disabilities, emotional disturbance, autism spectrum disorders, and related disabilities such as physical health impairments, other health impairments, and traumatic brain injury, while determining the

16 implications of these characteristics for service delivery. M/S Standard 2: Communication Skills: Developing Social Interaction Skills and Facilitating Social Relationships The program provides opportunities for candidates to demonstrate the ability to assess their students verbal and non-verbal communication abilities. Each candidate utilizes assessment data to: 1) identify effective intervention and support techniques, 2) develop, with team members, including family, needed augmentative and alternative systems, 3) implement instruction of communication and social skills in general education and other integrated environments, 4) create and facilitate opportunities for interaction with adults and with peers who do and general education peers who do not experience disabilities, 5) develop communication methods to demonstrate student academic knowledge, 6) collaborate with other team members to assess, teach and facilitate each student s ability to effectively communicate and increase the extent and variety of social interaction, 7) implement instruction to achieve and expand socially appropriate interaction or exchanges, with students with and without disabilities, across all settings. M/S Standard 3: Assessment, Program Planning and Instruction Each candidate demonstrates the ability to utilize person-centered/family-centered planning and strengths-based, functional/ecological assessment across classroom and non-classroom contexts to lead their students meaningful participation in core, standards based curriculum, life skills curriculum, wellness curriculum, and progress toward IEP goals and objectives. The instructional plans are responsive to the unique needs of the student and requirements of the core curriculum, and are implemented and adjusted systematically to promote maximum learning and academic achievement. Each candidate is able to develop and implement systematic, evidence based instructional strategies to teach skills within the general education classroom, the school, community and work settings, including assessment sources that integrate alternative statewide assessments, formative assessments, and formal and informal assessment results. Each candidate is able to utilize assessment data from multiple sources to develop effective programs and guide instruction. M/S Standard 4: Positive Behavioral Support and Intervention Each candidate demonstrates competence in establishing and maintaining educational environments that are free from coercion and punishment and where interventions are positive, proactive, and respectful of students. Each candidate demonstrates the ability to design and implement positive behavioral support plans and interventions based on IEP team functional behavior assessments, and participate in manifestation determination hearings. Each candidate is able to participate effectively in school wide, positive behavior support processes. M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care Each candidate demonstrates knowledge of and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability. The candidate uses appropriate and safe techniques, procedures, materials, educational technology, assistive technology, and other adaptive equipment. Each candidate demonstrates knowledge of federal, state, and local policies related to specialized health care in educational settings. Each candidate will consult and collaborate with designated staff and parents, to provide the appropriate, safe, and consistent support across all settings. Each candidate demonstrates an understanding of the procedures required to procure services and how to access other professionals and agencies to acquire information regarding student s sensory, movement, mobility and specialized health care services. M/S Standard 6: Augmentative and Alternative Communication Each candidate demonstrates understanding of mandated considerations and collaboration for augmentative and alternative, and sign language communication technology for students with moderate/severe disabilities, including students with physical/orthopedic disabilities, other health