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

17 impairments, deaf/blindness and multiple disabilities. Each candidate demonstrates knowledge and application of augmentative and alternative communication systems or devices and services to facilitate communication, improved academic performance, and skill development of students with moderate/severe disabilities, students with physical/orthopedic disabilities, other health impairments, deaf/blindness, and multiple disabilities. M/S Standard 7: Transition and Transitional Planning In addition to the Common Core Transition and Transitional Planning Standard, each candidate demonstrates knowledge, advocacy skills, and goal setting related to the various transitions experienced by students with moderate/severe disabilities, including those with deaf-blindness and/or those with multiple disabilities, as they move from kindergarten to adulthood. Each candidate demonstrates the ability to guide students in the implementation of strategies for self determination and student led IEPs. M/S Standard 8: Case Management Each candidate demonstrates knowledge and skills in case management for students with mild/moderate disabilities and those referred for special education. Table 1: CSTP and M/S Preliminary Standards Correlation Matrix ED 538 A ED 538B ED 550 California Standards for the Teaching Profession 1. Engaging and Supporting All Students in Learning 2. Creating and Maintaining Effective Environments for Student Learning 3. Understanding and Organizing Subject Matter for Student Learning 4. Planning Instruction and Designing Learning Experiences for All Students 5. Assessing Students for Learning 6. Developing as a Professional Educator Program Standards: Mild to Moderate 1. Program Design, Rationale & Coordination 2. Professional, Legal & Ethical Practices 3. Educating Diverse Learners 4. Effective Communication and Collaborative Partnerships ED 609 ED 616 ED 617 SPED 550* SPED 560 SPED 562 SPED 564 SPED 565 SPED 566 SPED 567A SPED 567B X X X X X X X* X X X X X X X X X X X X* X X X X X X X X X X* X X X X X X X X X X X X* X X X X X X X X X X X X* X X X X X X X X X X* X X X X X X X X X X X* X X X X X X X X X X X X X X X X X X X X X X X X X 5. Assessment of Students X X X X* X X X X X X 6. Using Educational Assistive Technology 7. Transition and Transitional Planning* 8. Participating in ISFP/IEPs and Post-Secondary ITPs 9. Preparation to Teach Reading/Language Arts 10. Preparation to Teach English Language Learners X X X X X X X* X X X X* X X X X X X X X X X X X X X X 11. Typical and Atypical X* X X X X X SPED 568

18 Development 12. Behavioral, Social, and Environmental Supports 13. Curriculum and Instruction of Students w/ Disabilities 14. Creating Healthy Learning Environments 15. Field Experience in a Broad Range of Service Delivery Options 16. Assessment of Candidate Performance MS 1. Learning Characteristics of Individuals w/ M/S Disabilities X* X X X X X X X X* X X X X X X X X X X X X X X X X X X X X* X X X X X MS 2. Communication Skills X* X X X X X MS 3. Developing Social Interactions Skills & Facilitating Social Relationships MS 4. Assessment, Program Planning & Instruction MS 5. Movement, Mobility, Sensory and Specialized Health Care MS 6. Positive Behavior Support and Intervention MS 7. Transition and Transitional Planning MS 8. Augmentative and Alternative Communication * = Required for Interns only X* X X X X X* X X X X X X* X X X X* X X X X X* X X X X X* X X X ROLES AND RESPONSIBILITIES OF PARTICIPANTS The Program Coordinator 1. The role of the Program Coordinator is to coordinate prospective teachers from the initial selection for interviews to entry into the program. Therefore, the Program Coordinator will do the following: (a) review all applicant files to determine the candidates to be interviewed, (d) conduct interviews of applicants for the program, (e) notify the university admissions office of admission decision, (f) send letters welcoming admitted applicants to the program, and (g) assign faculty program advisors to candidates admitted to the program. 2. For candidates seeking the credential via Student Teaching, the Program Coordinator works with the Department s Field Placement Coordinator during the Practicum Course (taken during the initial and final semesters of the program). Efforts are made to provide a variety of field placement options. In addition, consideration is given to personal characteristics and geographical locations. The Program Coordinator, with the recommendation of the school principal and the Department s Field Placement Coordinator, approves Cooperating Teachers for each student teacher at the school where they are teaching. 3. The Program Coordinator may be responsible for providing opportunities for collaboration among faculty members who teach courses and those who supervise in the field. This is often accomplished by inviting participant members to coordinate their efforts by meeting on a semester basis a few weeks before the beginning of a semester.

19 4. The Program Coordinator and faculty members serve as advisors to each student in the program. In the event that a student is having difficulty with a faculty member, supervisor, adviser, instructor, or the cooperating teacher, the Program Coordinator helps the student to work through the problems in a professional manner (please see the Student Complaint Procedures outlined later in this handbook). 5. In the event that a student is having personal problems, which are jeopardizing his/her performance in the classroom, the Program Faculty Advisor, and if necessary, the Program Coordinator will assist him/her in making the right choices in terms of continuing in the program. 6. If a student is not meeting the expected standards of student teaching, the Program Coordinator is expected to work with the university supervisor in evaluating performance, counseling, and helping to make a cooperative decision as to the outcome. The Program Coordinator sometimes serves as an additional supervisor in the classroom in such cases. 7. The Program Coordinator is responsible for keeping track of any evaluation materials related to the credential students in his/her program. This includes being informed as to the candidates completion of prerequisites, maintenance of acceptable grades, and other credential logistics, including student petitions, grade levels of experience, the cross-cultural experience and verification that the candidate demonstrates competence for entry into teaching. The Program Coordinator is responsible for communicating the information to students. 8. The Program Coordinator is responsible for assessing specific aspects of the program, interpreting the data and reviewing it as a basis for possible program modification. THE PROGRAM ADVISOR The Program Advisor is responsible for mapping out the program course of study with each credential candidate that they advise. The Program Advisor is responsible for meeting periodically with their advisees during their involvement in the program to provide guidance and support in the candidates progression towards the desired credential. The Program Advisor is responsible for preparing and approving the candidate for entry into the field teaching experience as well as to meet with the CSUMB Credential Analyst to apply for the desired credential. THE PRINCIPAL or SITE ADMINISTRATOR 1. The Principal knows district policies regarding the preparation program. 2. The Principal works with the Program Coordinator in placing student teachers in the school as well as identifying cooperating teachers. 3. The Principal encourages successful teachers to serve as cooperating teachers. 4. The Principal helps orient the credential candidate to the school and accepts the student teacher or the new teacher under contract as a professional and helps him/her achieve status as a member of the faculty. 5. The Principal observes the credential candidate and provides guidance as necessary.

20 6. The Principal works with the Program Coordinator, university supervisors and field-based supervisors resolving problems and evaluating the program. THE FIELD-BASED SUPERVISOR Each candidate must have a field-based supervisor, Cooperating Teacher or Intern Support Provider, who will serve as a mentor during the initial and final semester practicum course experience. Field-based supervisors will not formally evaluate the credential candidate for the course grade or eligibility for the credential. However, field based supervisors will coach and support the candidate in any way necessary for the candidate to have a successful teaching experience. Many times, this process involves providing input to the University Supervisor. (Please note: For candidates in the Intern Program Pathway, the Field-Based Supervisor will be the same person as their Support Provider) 1. Field-based supervisors must meet each of the following requirements: For SPED 567A Initial Practicum a. a minimum of three years successful teaching experience; b. a minimum of a Level I or Preliminary credential in the field of moderate to severe disabilities; and c. a willingness to serve and fulfill all of the requirements listed in this handbook and the course syllabus. For SPED 567B Practicum/Induction Planning a. a minimum of three years successful teaching experience; b. c. an appropriate credential in the field of moderate to severe disabilities a willingness to serve and fulfill all the requirements listed in this handbook and the course syllabus. 2. Field-based supervisors should do the following to orient the candidate to the classroom and to the school: a. introduce the candidate to other teachers; b. provide the candidate with a brief survey of the curriculum, work usually covered, and with textbooks and other instructional materials; c. review school rules and policies, with the assistance of the site administrator. d. suggests opportunities to attend school and district in services and board meetings e. assist the candidate in obtaining internet connection at the site to ensure successful video conferencing 3. Field-based supervisors can help the candidate develop effective instructional skills as they: a. help the candidate plan instruction; including the preparation of lesson plans in a practical format; b. organization of classroom routines attendance, announcements, distribution and collection of materials checking work, etc.; c. model effective instructional strategies; d. observe the candidate and provide appropriate feedback. e. appropriateness of voice and manner in the classroom; f. knowledge of subject matter, preparation for class and giving, and evaluating assignments; g. success in motivating student interest in the work of the day and out-of class assignments; h. understanding of children; i. awareness of and provision for individual differences; j. success in initiating and guiding discussions, phrasing appropriate questions, utilizing appropriate reinforcement techniques to hold student interest, etc.; k. interest in and enthusiasm for teaching and working with young people; l. use of materials suited to the maturity level of students; m. effective use of principles of learning.

21 4. The field-based supervisor guides the candidate in planning the instructional program for the class and holds frequent and regular conferences with the candidate. 5. Field-based supervisors should know the following information: a. the home phone number of your credential candidate; b. the name and phone number of your candidate's CSUMB supervisor; c. the name and phone number of your candidate's Program Coordinator. 6. Field-based supervisors should maintain close contact with the credential candidate during the first weeks of school. This typically is the time when the new teacher will need the most assistance. During this time there is a great deal that the candidate must do and know. 7. Field-based supervisors will attend any required support trainings held at the university. The field-based supervisor is the role model and support that will be most instrumental in guiding the candidate through the daily classroom experience. It is recommended that the candidate be available and willing to respond to a variety of assignments during the placement experience, and to maintain open channels of communication with the cooperating teacher during the close work together. The student and the field-based supervisor will establish a regular meeting time to go over schedules, ask questions, and otherwise learn from the classroom expert. The candidate will share ideas, listen to feedback, take directions, and take risks. The field-based supervisor will be the greatest resource for curriculum, student management, and much more. The candidate will make the initial contact with your field-based supervisor, once you have received your teaching assignment. THE CREDENTIAL CANDIDATE 1. The credential candidate is responsible for developing the professional attitude, knowledge, and skills needed for success in teaching. To this end, the teacher has the following responsibilities: a. With University Instructors and Supervisors: 1 to be professional in attitude, behavior, appearance, and speech 2. to adhere to all Department and University regulations regarding academic dishonesty 3. to accept supervision and suggestions for improvement 4. to attend and participate in conferences, classes, and scheduled group sessions 5. to be prompt and accurate in meeting all requirements of the program. b. With the Principal and other school personnel: 1. to act in a professional manner 2. to demonstrate interest in the school as a whole 3. to follow school rules and regulations 4. to notify the school in the event of any absence from candidate teaching responsibilities 5. to assist in an emergency (e.g., taking a teacher's place for a short time of helping supervise students) 6. to receive criticism and suggestions as a way of growing professionally 7. ensure that principals are aware of the CSUMB observation policies c. With the Field-Based Supervisor: 1. to act in a professional manner 2. to solicit and accept suggestions and criticism 3. to be ethical and keep in mind that some communication between teacher and students and some student behavior within and outside the classroom should be kept confidential and should not be discussed except for

22 d. professional reasons 4 to review courses of study, outlines of units of work, lesson plans, and other materials 5. helps to arrange conferences with Field-based and University Supervisor to discuss teaching, relationships with students, lesson plans, etc. 6. to present, in advance of teaching, satisfactory evidence of preparation for the week of units to be taught With the students as their teacher: 1. to become familiar with the school's philosophy of education and the relationship of the philosophy to the entire school program, particularly to the courses he/she teaches 2. to demonstrate a genuine interest in educating students 3. to demonstrate a thorough understanding of the principles of teaching and learning and of child growth and development 4. to demonstrate knowledge of a variety of subject areas and the ability to relate knowledge to students 5. to create and maintain a classroom atmosphere conducive to learning and to develop appropriate relationships with students 6. to confer with parents, informing them about student progress and involving them in strategies designed to improve student performance 7. to become acquainted with the school staff, facilities, attendance procedures, district policies, etc. 8. to attend faculty meetings, Back-to-School Night, etc. Site Administrator s Evaluation Form Each candidate receives written feedback from their Site Administrator regarding their performance as a teacher serving students with mild to moderate disabilities. The administrator s evaluation is essential in determining candidate competence. The form is given to the Site Administrator at the beginning of the SPED 567B Practicum/Professional Induction Planning class. It should be turned in prior to the end of the practicum. SUPERVISION AND EVALUATION SUPERVISION PRACTICES 1. Moderate to severe teaching supervision shall be consistent, supportive, and objective. Observations shall take place twice in the initial practicum course (SPED 567A), and then approximately every month/or 4 times a semester during the final practicum experience (SPED 567B). For both practicum courses, additional observations will be conducted if the university supervisor deems necessary. 2. Observations are conducted via a mixture of on-site visits and remote observations via video conferencing technology. In SPED 567A, students are expected to make arrangements with their supervisors to participate in one of each type of observation (on-site and remote video conference). In SPED 567B, at least one of the observations will be conducted remotely via video conferencing technology. a. Typical on-site visits include an observation and a private post-observation conference (post-observation conferences may be done by phone after the initial personal meeting. 1. Normally, observations should cover a full lesson and a minimum of 15 minutes should be spent in the post-observation conference. 2. The post-observation conference should occur as soon after the observation

23 as possible and can be used as a pre-observation conference for the next observation. b. Typical remote supervision includes the arrangement of video conferencing utilizing the supervisor s preferred software program (e.g., Skype, Google Hangout, etc). Therefore, the candidate must make proper arrangements with their site administration to ensure access to and approval for this activity. Please see Appendix A for the Video Conferencing Procedures and Authorization Forms. Read over the two options carefully, and select the appropriate form (District Authorization or Parent/Guardian Consent) and obtain the relevant signatures and submit to your University Supervisor by the end of the second week of the semester. 1. Normally, the video conferencing observations should cover a short minute lesson, either with a large/small group or individual one-on-one instruction. The first 5 minutes of the observation should be set aside for ensuring that the technology is working properly, and the final 5-10 minutes should be reserved for a post-conference. 2. In the event that a candidate has thoroughly pursued all available options to properly arrange for video supervision and not been granted authorization by the site administration and/or has not been provided with proper technology to conduct the video conference, the candidate may appeal to their Program Coordinator requesting that the video conference requirement be replaced with an on-site observation. The Program Coordinator will then make a determination as to the outcome of the appeal. 3. Specific written feedback should be provided to the candidate immediately after the observation using one of the department's evaluation forms through tk20. This feedback should be discussed and clarified along with other discussion that occurs during the post observation conference. The university supervisor, assigned at the beginning of the SPED 567A and 567B semesters, is the primary resource as coach and facilitator during the classroom experiences for the duration of the practicum experiences. The supervisor will contact the candidates early in the semester and work with her/him in the following activities: scheduled meetings, formal and informal observations, conferences with your cooperating teacher and/or principal, and pre and post observation feedback and evaluation. The student is responsible for remaining in close contact with the university supervisor, provide typed or neatly written lesson plans for formal observations, communicate particular needs or problems, and to otherwise ensure continuous feedback in the student teaching experience. She or he will make every effort to visit the classroom regularly, depending upon each individual s needs for supervision. The supervisor also serves as a liaison between the student teacher and the field-based supervisor or other school personnel, should the need to resolve any concerns arise. EVALUATION OF CREDENTIAL CANDIDATES The evaluation of student teaching is a continuous process, which facilitates the achievement of California Standards for the Teaching Profession and the Standards for the Moderate/Severe Education Specialist Credential at a level indicative of successful beginning practice. Evaluation by others also assists the candidate in developing techniques of selfassessment. In the postobservation conference, the credential candidate and the University Supervisor will want to explore both the successful and unsuccessful aspects of the lesson. The conference can be most valuable when specific areas can be targeted for attention and suggestions for improvement are used in planning future lessons. A final formal evaluation by the University Supervisor is required at the end of each semester of field experience, using the university final evaluation form in tk20. The final CSTP/TPE and Professional Dispositions evaluations provide clear feedback to the student in regards to meeting

24 the standards for recommendation for the Preliminary Moderate/Severe Credential The supervisor should provide written feedback to the teacher for each formal and drop-in observation. This feedback is provided through tk20. Candidate evaluation forms are to be completed by the University Supervisor using the student s tk20 account, and discussed with the teacher, prior to the date on which grades are due. Removal of credential candidates (i.e., disqualification from a teaching assignment or student teaching) must be done with the concurrence of the University Supervisor and the Program Coordinator. A student may be disqualified for reasonable cause at any time by the Chair of Teacher Education with the concurrence of the Dean of Professional Studies. Evaluations shall be based on the candidate's academic performance, completion of objectives, and ability to teach competently in diverse environments with children of different backgrounds. Recommended Procedures for assigning of NC grades to credential candidates: These procedures apply to situations where a credential candidate is making unsatisfactory progress in his or her student teaching placement. Other procedures (see item 6(7) below) may be used for situations in which the candidate is making unsatisfactory progress due to ill health, personal emergency, or an inappropriate placement. The University Supervisor should follow the steps outlined below as early as possible during the semester in which the candidate is having difficulty. (1) When the University Supervisor determines that a candidate is not making successful progress in the direct teaching or student teaching assignment, the University Supervisor should: (a) (b) (c) inform the Program Coordinator of a possible problem; observe the candidate in an instructional capacity at least twice; confer with the field-based supervisor about the candidate's progress; (d) if appropriate, discuss the situation with the Program Coordinator. (2) If the University Supervisor determines that the candidate's performance may warrant a grade of NC then, as soon as possible, the University Supervisor should: (a) discuss the situation with the candidate and inform the candidate of the possibility that a failing grade may be assigned; (b) discuss the situation with the Program Coordinator and arrange for a formal observation of the candidate by the Program Coordinator or her/his designee; (c) conduct a conference with the candidate, the field-based supervisor, and the university supervisor. If appropriate, the Program Coordinator and/or school administrator may also participate in this conference. During the conference, the University Supervisor and Field-based Supervisor (3) should: (4) (a) specify the areas in which the candidate is making unsatisfactory progress; (b) describe, as specifically as possible, the changes that the candidate must make to earn a CR grade; (c) clarify what the University Supervisor and Field-based Supervisor will do to help the candidate succeed and describe other resources that the candidate may need to draw upon; and (d) answer any questions or concerns from the candidate. If such a conference occurs, the University Supervisor should also:

25 (a) prepare a letter that summarizes the conference and send it to the candidate with copies to the Field-based Supervisor, School Administrator, Program Coordinator, the student's academic file, and the Department Chairperson, as appropriate, and (b) ask the Field-based Supervisor, School Administrator, and/or Program Coordinator, as appropriate, to prepare letters that document the candidate s performance to date. Copies of these letters should also be sent to the candidate and other appropriate individuals. (5) The University Supervisor and Field-based Supervisor should continue to observe the candidate regularly and document the candidate's performance. The Program Coordinator and School Administrator may also be asked to provide additional documentation. (6) As soon as the University Supervisor determines that the candidate's performance does not warrant a CR grade, the University Supervisor (who is the only person who can assign the grade) should inform the Program Coordinator of such intention. (7) After consultation with the Field Supervisor, the University Supervisor and the Program Coordinator should select, from the following choices, the appropriate option for the Candidate: (a) urge the credential candidate to repeat the practicum experience in another semester with a different University Supervisor and/or Field-based Supervisor; or (b) urge the candidate to formally withdraw from the credential program or, if the candidate refuses, seek to disqualify the teacher candidate. INFUSION OF CSUMB CORE VISION ELEMENTS 1. Technology: CSUMB Teacher Education subscribes to the importance of technology infusion into the teaching and learning process, especially for prospective teachers. A prerequisite for the credential program is to demonstrate computer literacy. Completion of technology coursework in undergraduate classes is one way to demonstrate competency. Another is to identify your competency by filling in the appropriate page regarding technology on the Special Education Program File Starter. The following are expectancies and outcomes with regard to technology in the teacher credential program: a. All assignments (e.g., final reports, term papers, or other professional documentation for assessment) are required to be typed unless stated otherwise by a given instructor. Students are expected to use word processing, graphing, and other written and presentation tools as appropriate for assignments. b. Students complete research projects outlined in each of the courses that are completed through exploration of the internet on specific topics. Curriculum resources are also located through the Internet. c. Class presentations or field lessons demonstrating effective teaching practices in technology are encouraged. These may involve use of the Internet or curriculum software. d. Communication is facilitated between students and faculty through . All CSUMB students are given free access to a university account through the my.csumb.edu system. Students should note that University Policy holds students responsible for all correspondence delivered to their university issued account. 2. Ethical Reflection and Practice: Ethics, social justice, equity, and care for one another is demonstrated throughout the philosophy and practice of the Moderate/Severe Credential Program. Every effort is made to be partners with the students in their journey to become the teachers of tomorrow, assisting them to become responsible decision-makers. Discussions of ethics, equity, and social behavior are part of the teaching and learning process in all the courses and in addition are topics for seminar discussions. Students are expected to reflect

26 these values in their teaching placements. 3. Multiculturalism: Throughout all coursework, and particularly in literacy and methods classes, concepts, information, and issues of multicultural education are incorporated into students learning base. These include analyzing different cultural perspectives and literature representing the diverse population of California. History, appreciation, and recognition of multiple languages are also infused into coursework. The understanding is operationally carried out in observable field-based placements, with feedback from university supervisors on expectations and appropriateness of materials, strategies, and instructional techniques. All candidates are enrolled in specialized coursework that address second language development and primary language use. A concerted effort is made to encourage multiculturalism in practice as well as in our value system. 4. Interdisciplinary Studies: Coursework and the Moderate/Severe standards outline expected outcomes to produce knowledgeable and skillful teachers as they teach through an interdisciplinary manner. Students are expected to infuse literacy throughout their teaching. Teaching strategies used across disciplines such as cooperative learning, visual diagrams and organizers, hands-on projects, and interactive learning techniques are stressed throughout the program. During student teaching experiences, students design content specific and interdisciplinary instruction through integrated thematic units. 5. Applied Learning: Credential candidates are usually full-time teachers. They have the opportunity to put into practice the theories and strategies for teaching on the job. Each credential candidate is assigned a university faculty member to supervise assignments as well as field supervision support. 6. Service Learning: Service learning, as a method intended to teach citizenship, skills, and values is interwoven through the school/community experience. Credential candidates participate in school community events when possible and study how to build relationships with parents, social institutions, and community groups. University Account - As a CSUMB student, you will be contacted regularly by your instructors and other program personnel through the university s system made available through my.csumb.edu. It is a responsibility of candidates to access and log on regularly for pertinent information on their courses, seminars, and other announcements. Questions about the system and other technology issues can be directed to the student help desk at 582-HELP. Since all students have access to through the University, it is important that if you choose not to use your university account, you set it up to automatically forward received to your preferred account. Communication to candidates through the university s system will be the program s primary mode of communication. ADDITIONAL PRELIMINARY CREDENTIAL PROGRAM REQUIREMENTS In addition to the successful completion of all program field and course requirements, to be recommended for a Moderate/Severe Preliminary Education Specialist Credential, all students must successfully complete and submit documentation for the following to CSUMB s credential analyst. CSET original test results or original waiver letter CBEST original test results or copy of other Credential held Certificate of Clearance or other verification of Fingerprint Clearance through CCTC Course in U.S. Constitution (or verification of passing the appropriate exam) Current First Aid & CPR Certification Reading Instruction Competency Assessment (RICA)*

27 *RICA: All State approved education specialist credential programs are required by regulations to include a balanced and comprehensive reading instruction curriculum. Candidates for initial Preliminary Moderate/Severe Education Specialist Credentials must pass the RICA examination as partial fulfillment of requirements for the credential. Students should plan to take the RICA after completing relevant instruction in ED 616 & 617 Language and Literacy Development Across the Curriculum I & II as a minimum requirement for preparation. While not a requirement of the Moderate to Severe Program, it is additionally recommended that candidates complete SPED 561 Reading Diagnosis and Preferred Practices for Students with Learning Challenges and further their practice in reading instruction through their field placements before taking the exam. Although both ED 616 and ED 617 provide substantial theoretical and practical experiences in reading instruction as related to the required domains covered in RICA, CSUMB does not guarantee or make any promises that candidates will pass the RICA by virtue of completing these courses. It is a candidate s responsibility to attend to the concepts and skills through serious study and application of the materials provided in the program. Outside study and review of course texts and readings is highly recommended before taking the exam. RELEVANT POLICIES AND PROCEDURES (These policies are subject to change) Registration for the Tk20 Data Management System Here at CSUMB we strive to improve our education program to produce highly qualified teachers. To help us in this effort, we have purchased Tk20 Campus Tools, a comprehensive system which provides us all a rich set of tools to help manage our growth and processes and to make our tasks easier. The Tk20 system will eventually allow you to: Build your artifacts electronically, online. Your artifacts will stay with you, so you can use them for years, even after graduation. This could be helpful to store evidence to meet BTSA requirements. Receive quicker feedback on your work from your instructors, mentors, supervisors, master teachers, and support providers. Create electronic portfolios for documenting your work for presentation to the faculty and prospective employers. Have a fully documented record of your field experience work and your experience with student teaching/intern practice. Fill out all your application forms online. This includes applications for admission to the program and for student teaching. Receive updates on job openings and possibilities. Continue to communicate with classmates after completing your program. Additionally the Tk20 system will help us serve you better by providing instant data for advising and by providing data to help us improve our programs. As a student, you will be required to subscribe to the program. There is a one-time cost of approximately $100 to register for your Tk20 account. This account will be used in all program courses and will remain active and accessible to you for 5 years. To sign up for Tk20, please visit the following website: Policy on the Appropriate Use of Technology in the Classroom In order to establish a climate of mutual respect for one another in our special education Level 1 and II Credential program at CSUMB cell phone use including text messaging during instruction is prohibited. Please turn your cell phone off or set to vibrate so as not to disturb other students or distract the instructor. Laptops are permitted, but shall only be used for note taking or research associated with an assignment for that particular class. Checking or internet surfing is

28 prohibited. Students who receive a cell phone message deemed to be of an important nature should exit the class quietly and then return as soon as possible. If it is an urgent matter, alert the instructor that you will need to leave to take care of an emergency, gather your materials and exit the class. For students who do not comply with the policy the following actions are in order: STEP 1: The instructor will speak with said student(s) after class or at a convenient time and remind them of the policy. STEP 2: The instructor will request a meeting with the program coordinator and the student to resolve any issue pertaining to this policy, and a dispositions action plan form will be completed. STEP 3: If unresolved after STEP 2, any party may request a meeting with the Chair of the Teacher Education Department. The instructor must be included in this meeting. Academic Integrity Policy: The faculty members of the Special Education program abide by and endorse the Academic Integrity Policy at CSU, Monterey Bay. For a link to the actual policy see Incomplete Grade Policy: The faculty members of the Special Education program abide by and endorse the Incomplete Grade Policy at CSU, Monterey Bay. For the actual policy see Section 3.30 of CSUMB's Matriculation Policy at the following link: Class Attendance Policy: Students who have accumulated three (3) unexcused absences one week prior to the final CSUMB drop date must withdraw from the class. The official course withdrawal form can be located at The drop form requires the Dean's signature. Policy for the Return of Student Work: Students who wish to pick up work not returned prior to the end of the semester may contact the instructor after the grading deadline to make arrangements to pick up their work. Per special education program policy, the instrucor will keep student work for no longer than one (1) year following the end of the semester. After that point, any uncollected work will be discarded. Course Substitutions Granted for Prior Academic Work Students who are admitted to the program who have completed courses elsewhere that they believe to be equivalent to courses in our program may request substitution of courses for CSUMB requirements. The instructor of any course to be substituted will review the relevant course taken elsewhere and determine equivalence. The Program Coordinator must approve all substitutions. Students should bring transcripts and course descriptions to their Program Advisor to begin the substitution process. Minimum GPA It is necessary to maintain a 3.0 grade point average in professional education courses and a C or better in each of those courses. If a grade of C- or lower is obtained, that course will have to be retaken in order to be eligible to obtain the desired credential. Per university policy, candidates are only allowed to retake a course ONE time. The grades from both classes will appear on the

29 candidate s transcripts and will both factor in to the candidates program GPA. Academic Probation and Disqualification According to the university s matriculation policy, candidates who fail to maintain a minimum 3.0 grade point average will be placed on Academic Probation. Academic Probationary status results in a registration hold being placed on the candidate s account. In order to continue in the program, a candidate on Academic Probation must meet with their program adviser to develop a written action plan outlining the courses to be taken in order to bring the candidate s grade point average back above 3.0. This action plan must be submitted to the Program Coordinator for approval. If approved, the Program Coordinator will remove the registration hold. According to the university s matriculation policy, candidates who fail to maintain a minimum grade point average of 3.0 for two consecutive semesters will be Academically Disqualified. Eligibility Requirements for Entering Field Experience (Practicum) Field Experience requirements are completed during the candidate s final semester in the Preliminary program under the auspices of the SPED 567 Practicum/Professional Induction Planning course. In order to enroll in this course, candidates must request approval from their program adviser. The program adviser will review the candidate s file to verify that the following requirements for entering the field have been met: 1) 2) 3) 4) 5) 6) Candidate has no Incomplete grades Candidate has passed CBEST Candidate has passed CSET Candidate has CCTC fingerprint clearance Candidate is not on CSUMB Probation Status (i.e., academic, discipline, etc.) Candidate has completed all program coursework (besides SPED 567 Practicum), or will be completing final classes during the semester in which SPED 567 Practicum is taken. Taking a Leave from the Program Candidates must enroll in courses each semester in which they expect to stay enrolled in the program. If for some reason a candidate needs to take a semester or year of leave from their coursework, they must inform their Program Advisor and contact the Campus Service Center ( ) in order to file for a formal Leave of Absence from the University. Candidates who do not file for a Leave of Absence will loose their enrollment status with the University and will be required to reapply to the University and the Program. Strike Policy Student Teachers: If the teachers in a school district are involved in a strike, then the student teaching placements in that district shall be suspended. The candidate should contact their University Supervisor. If the length of the strike will make it impossible for the student teacher to fulfill the requirements of that semester s student teaching, the student teacher will be reassigned. Student teaching refers to assignments made by CSUMB. This policy does not pertain to paid or volunteer service outside the scope of the student teaching assignment. Teachers Under Contract: Teachers under contract are employees of a school district. During collective bargaining, they must decide for themselves whether or not they take part in any action, including a strike, related to their employment. Student Complaint Procedures

30 The Student Complaint Procedures for the Department of Teacher Education at CSU, Monterey Bay are intended to provide a clear and responsive process for addressing complaints that may arise among students participating in Departmental Programs. Furthermore, this process is designed to encourage and respect the abilities of students and faculty/staff to resolve issues in a constructive manner. When a student has a complaint regarding a university course or an instructor*, the following steps should be followed by the student bringing the complaint: 1) 2) 3) 4) Arrange for a time to meet with the Course Instructor to bring up the concern and seek resolution. b. c. If resolved at this point, then the complaint process will be considered complete, and no further steps will be required. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the process would continue to the next step (Student will complete the Student Complaint Form to continue to the next step). Arrange for a time to meet with the appropriate Program Coordinator (Multiple Subjects, Single Subjects, Special Education or Master of Arts in Education). If the Course Instructor/Employee happens to also be the Program Coordinator, skip to Step 3 below. If appropriate, the Program Coordinator will seek to mediate the situation and suggest potential options for resolving the concern. a. b. If resolved at this point, then the complaint process will be considered complete, and no further steps will be required. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the process would continue to the next step (Documentation from this step will be included on the Student Complaint Form). Arrange for a time to meet with the Chair of the Department of Teacher Education. If the Course Instructor/Employee happens to also be the Department Chair, skip to Step 4 below. If appropriate, the Department Chair will seek to mediate the situation and suggest potential options for resolving the concern. a. b. If resolved at this point, then the complaint process will be considered complete, and no further steps will be required. If the issue has not been adequately resolved, from the perspective of either the student or the instructor, then the process would continue to the next step (Documentation from this step will be included on the Student Complaint Form). Arrange for a time to meet with the Dean of the College of Professional Studies. The Dean will function as the final arbiter of all student complaints originating from the Department of Teacher Education. * If a student has a complaint that is not related to a course or an instructor, they should initiate the Student Complaint Process at Step 2. CONTACT INFORMATION (Fill this out and keep in an easily accessible location for easy reference) The Teacher Education Department Chair is: Dr. Irene Nares-Guzicki: The Mild/Mod Special Education Program Coordinator is: Dr. Cathi Draper Rodriguez:

31 The Mod/Severe Special Education Program Coordinator is: Dr. Josh Harrower: The Special Education Program Support Person is: Jacqueline Means: Your University Advisor is University Advisor s phone number: 831- Your university supervisor is: University supervisor s phone number: 831- Your school is: School phone number: - Your Principal is: Your Field-Based Supervisor (or support provider, for interns) is: Field-based Supervisor s/support Provider s phone number: OTHER IMPORTANT PHONE NUMBERS Campus Service Center University Admissions Information Technology Help Desk HELP Financial Aid Office Credential Analyst Intern Program Office (Christina del Porto) Library Appendix A. Video Conference Procedures and Authorization Forms Special Education 100 Campus Center

32 Seaside, CA Guidance on the Use of Video Conferencing Supervision Permission Forms The use of video conferencing software in your field placement requires that you secure permission to include children in the video stream. Therefore, you must secure parental permission and document for the Special Education Program the existence of the signed permission forms. Two forms are provided to meet this requirement. Each is used in a different situation. Please read the descriptions below and select the option and form that fits your situation. If you have any questions, contact the appropriate program coordinator: Mild/Moderate (Dr. Cathi Draper Rodriguez) or Moderate/Severe (Dr. Josh Harrower) Option 1 You may use the form, School/District Compliance Form if your school has secured permission for the students in your class to be viewed remotely by a Faculty Supervisor during video conferencing supervision activities. These forms muse be kept on file at the school. The form simply requires your administrator s signature as documentation that the school holds the forms. You do not need to submit the individual student forms in this case. Option 2 If the school does not have signed permission forms on file for the students in your class, then you must collect the permissions yourself. Use the form entitled Student Permission Form. You must get a signature from a parent or guardian for each child in the classroom who may appear on camera during the video conferencing supervision. If you are unable to get such permission from one or more parents, under no circumstances can those children appear during the video conferencing supervision. Once you have collected the forms (under either Option 1 or Option 2) they must be submitted to the SPED, where they will be kept on file If you have questions about the permission process, please contact your Faculty Supervisor. Special Education 100 Campus Center Seaside, CA Fax [email protected] [email protected] SCHOOL DISTRICT VIDEO CONFERENCING AGREEMENT The Special Education Credential Program at CSU, Monterey Bay uses live video

33 conferencing to supplement the on-site supervision of credential candidates. We have learned that access to video conferencing programs is blocked for candidates. In order to complete the supervision requirements, we need to have access to video conferencing made available to the candidate(s). Specifically, we are using Skype for our video conferencing supervision activities. Regarding the use of video conferencing with candidates in your district, only properly qualified university faculty will have access to the streaming video during the remote supervision meeting. Supervising faculty will be the same as those making the traditional on-site supervision visits, and will ensure that the confidentiality of any students observed remotely will be maintained. Second, only live video conferencing will be utilized, and no portions of the video stream during the remote supervision meeting will be recorded or shown to anyone else at any time. On the accompanying page, you will find information including the name of the credential candidate, who will need access to the Skype program and the scheduled date and time of the upcoming video conferencing appointment. Note that temporary access to Skype, for the date/time indicated below, will be sufficient. We appreciate your cooperation in providing access to Skype to the candidate named on the accompanying page for the date and time indicated. Your support in preparing quality special educators is highly valued by all of us in the special education program at CSUMB. Please contact us immediately if you have any questions or concerns. Sincerely, Josh Harrower, Ph.D., BCBA-D Cathi Draper Rodriguez, Ph.D., NCSP Director, Project STREAM Coordinator, Mild to Moderate Program Coordinator, Moderate to Severe Special Education Program Special Education Program Department of Teacher Education Department of Teacher Education CSU, Monterey Bay CSU, Monterey Bay 100 Campus Center 100 Campus Center Seaside, CA Seaside, CA voice voice fax fax The following individual is a candidate in the CSUMB Special Education Program and will need to be provided with access to the Skype video conferencing program already installed on their own computer. The date and time of the scheduled remote supervision meeting is

34 listed below, and thus access will need to be made available, at least temporarily for this date/time. Date and Time of Skype Meeting Credential Candidate Name Candidate s Location at time of meeting Administrator Name and Title (Print) Administrator s Signature University Supervisor Name (Print) University Supervisor Signature The California State University Bakersfield Channel Islands Chico Dominguez Hills Fresno Fullerton Hayward Humboldt - Long Beach Los Angeles Maritime Academy Monterey Bay Northridge Pomona Sacramento San Bernardino San Diego San Francisco San José San Luis Obispo San Marcos Sonoma - Stanislaus Special Education 100 Campus Center Seaside, CA [email protected] [email protected] School/District Compliance Form Special Education Candidates must obtain signed permission forms from the parents/legal guardians of all children and from any adults who appear on camera during a video conferencing supervision meeting before such meetings can occur. I hereby affirm that I have followed the privacy conventions and

35 permission requirements of my program and/or school district. I certify that I have secured and am holding on file signed copies of all necessary permission forms from all responsible individuals. Date Administrator s Name School Name/Address ****************************************************************************** Date Date SPED Candidate Name Teacher s Name/Room Number Please submit this form with an original signature to either Jacqueline Means at the address above. Special Education 100 Campus Center Seaside, CA [email protected] [email protected] Student Permission Form Your child is in a classroom being taught by a CSUMB Special Education Credential student. One basis for provision of quality instruction to our credential students is the use of observation. These observations provide opportunities for educational training, monitoring and planning for future sessions. Some of our observations will be done in person, while others will be done through live video. This live video observation activity involves: Observation by a CSUMB Faculty Supervisor, observing remotely via Skype TM or Google Hangout, of a 20-minute lesson taught in your child s class. Although both the teacher and various students would be within view during the video conference observation, the primary focus is on the teacher s instruction, not on the students in the class. Video conferences will not be recorded. No student s name will appear on any submitted materials. All materials will be kept confidential. Please complete and return the attached Video Conferencing Supervision Permission Form to document your permission for these activities. I am the parent/legal guardian of the child named above. I have received and

36 read your letter regarding the teacher candidate video conferencing observation, and agree to the following: I DO give permission to include my child s image during the video conferencing observation as he or she participates in a class conducted at (Name of School) by (Teacher- Candidate Name). I understand that no student images will be recorded or otherwise permanently captured. I DO NOT give permission to you to include my child s image during the video conferencing observation as he or she participates in a class conducted at (Name of School) by (Teacher- Candidate Name) Signature of Parent or Guardian: Date: