understanding of development and individual differences to respond to the needs of individuals with exceptionalities

Transcription

1 UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for eligibility) If this proposal represents changes to the intent of the plan or its integral components, review by the college dean, graduate dean (for graduate items) and/or the provost may be required prior to college curricular submission. All Plans with NCATE designation, or plans seeking NCATE designation, must include an NCATE Accreditation Memo of Approval from the NAU NCATE administrator prior to college curricular submission. UCC proposals must include an updated 8-term plan. UGC proposals must include an updated program of study. 1. College: Education 2. Academic Unit: Educational Specialties 3. Academic Plan Name: Special Education-Early Childhood; M.Ed. (SPECCTMED) 4. Emphasis: 5. Plan proposal: Plan Change Plan Deletion New Emphasis Emphasis Change Emphasis Deletion 6. Current student learning outcomes of the plan. If structured as plan/emphasis, include for both core and emphasis. CEC Standards and Sub-standards Standard 1: CEC Initial Preparation - Learner Development and Individual Differences 1.0: Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. 1.1: Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities. 1.2 Beginning special education professionals use Show the proposed changes in this column (if applicable). Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted. (Resources, Examples & Tools for Developing Effective Program Student Learning Outcomes).

2 understanding of development and individual differences to respond to the needs of individuals with exceptionalities Standard 2: CEC Initial Preparation Learning Environments 2.0: Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. 2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions. 2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments. 2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis. Standard 3: CEC Initial Preparation Curricular Content Knowledge 3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities. 3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities 3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities 3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities. Standard 4: CEC Initial Preparation- Assessment 4.0 Beginning special education professionals use multiple methods of assessment and data-sources in making educational decisions. 4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias. 4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. 4.3 Beginning special education professionals in collaboration with colleagues and families use multiple types of assessment information in making decisions about individuals with exceptionalities. 4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality

3 learning and performance and provide feedback to guide them. Standard 5: CEC Initial Preparation Instructional Planning and Strategies 5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. 5.1 Beginning special education professionals consider an individual s abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities. 5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities. 5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities. 5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities 5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 5.6 Beginning special education professionals teach to mastery and promote generalization of learning. 5.7 Beginning special education professionals teach crossdisciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities. Standard 6: CEC Initial Preparation Professional Learning and Ethical Practice 6.0 Beginning special education professionals use foundational knowledge of the field and their professional Ethical Principles and Practice Standards to inform special education practice, to engage in lifelong learning, and to advance the profession. 6.1 Beginning special education professionals use professional Ethical Principles and Professional Practice Standards to guide their practice. 6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice. 6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. 6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities. 6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring 6.6 Beginning special education professionals provide

4 guidance and direction to paraeducators, tutors, and volunteers Standard 7: CEC Initial Preparation Collaboration 7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences. 7.1 Beginning special education professionals use the theory and elements of effective collaboration. 7.2 Beginning special education professionals serve as a collaborative resource to colleagues. 7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.

5 7. Current catalog plan overview and requirements in this column. Cut and paste the Overview and Details tabs, in their entirety, from the current on-line academic catalog: ( Show the proposed changes in this column. Bold the changes, to differentiate from what is not changing, and change font to Bold Red with strikethrough for what is being deleted. Special Education-Early Childhood Special Education with Certification; M.Ed. In addition to University Requirements: Special Education-Early Childhood Special Education with Certification; M.Ed. In addition to University Requirements: Complete individual plan requirements. Complete individual plan requirements. Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s): Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s): ESE 516, ESE 536, ESE 556, ESE 557, ESE , ESE 596. ESE 516, ESE 536, ESE 556, ESE 557, ESE 657, ESE 596. Minimum Units for Completion Additional Admission Requirements Fieldwork Experience/Internship Arizona Certification/Endorsement Student Teaching/Supervised Teaching Some online/blended coursework Progression Plan Link Admission requirements over and above admission to NAU are required. Optional Required Prepares student for Arizona Certification and/or Endorsement. Student Teaching/Supervised Teaching is required. Required Not Available Minimum Units for Completion Additional Admission Requirements Fieldwork Experience/Internship Arizona Certification/Endorsement Student Teaching/Supervised Teaching Some online/blended coursework Progression Plan Link Admission requirements over and above admission to NAU are required. Required Prepares student for Arizona Certification and/or Endorsement. Student Teaching/Supervised Teaching is required. Required Not Available Additional Admission Requirements Admission requirements over and above admission to NAU are required. Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required ( for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally NAU Graduate Online application required ( for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally

6 accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit -Admissions-Policy/. International applicants have additional admission requirements: onal/. accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit -Admissions-Policy/. International applicants have additional admission requirements: onal/. Individual program admission requirements include: 1 letter of recommendation Prerequisites (completed prior to enrolling in the program) ENG 101 and 102 or ENG 105 (or equivalent) with a minimum grade of B. Math (College Algebra) with a minimum grade of C. Laboratory Science with a minimum grade of C 9 units of relevant graduate coursework including survey of special education, structured English immersion leading to ADE SEI endorsement, and educational technology; candidates without coursework will be conditionally admitted IVP Fingerprint clearance card Privacy forms Teaching certificate (if the applicant has one) Master's Requirements Take the following units: Block A (6-15 units): ECI 531, ECI 620, ECI 627, ECI 642, ECI 643 The courses in this block are required for those candidates entering the program without a teaching degree but who would Individual program admission requirements include: 1 letter of recommendation Prerequisites (one of the following, completed prior to enrolling in the program) o ENG 101 and 102 or ENG 105 (or equivalent) with a minimum grade of B. Math (College Algebra) with a minimum grade of C. Laboratory Science with a minimum grade of C, or Elementary or Early Childhood Education Teaching Certificate 9 units of relevant graduate coursework including survey of special education, structured English immersion leading to ADE SEI endorsement, and educational technology; candidates without coursework will be conditionally admitted IVP Fingerprint clearance card Privacy forms Teaching certificate (if the applicant has one) Master's Requirements Take the following units: Block A (6-15 units): ECI 531, ECI 620, ECI 627, ECI 642, ECI 643 The courses in this block are required for

7 be eligible for certification in Early Childhood Special Education. For candidates with a teaching degree, transcripts may be reviewed to determine if appropriate transfer credit can be given for previously taken coursework per transfer credit policy. Block B (31 units): ESE 516, ESE 536, ESE 556, ESE 557, (ESE 585 or DIS 519), ESE 657 (15 18 units) (ESE Early Childhood or ESE 596) (3 6 units) ECI 620 (3 units) ESE 698 (3 units) ESE 596 (4 units) DIS 526 (3 units) Please Note: Candidates must also pass the Arizona Educator Proficiency Assessment (professional knowledge and Special Education focus area), and meet State requirements on Federal and State Constitutional knowledge for Arizona Teacher Certification. For the Structured English Immersion (SEI) endorsement, candidates who have full SEI endorsement at admission must provide proof of the full endorsement. If proof of the full SEI endorsement is not presented at admission, the candidate is required to take the BME courses (i.e., BME 500 and BME 631) as part of their program of study. Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. those candidates entering the program without a teaching degree but who would be eligible for certification in Early Childhood Special Education. For candidates with a teaching degree, transcripts may be reviewed to determine if appropriate transfer credit can be given for previously taken coursework per transfer credit policy. Courses taken in Block A are required for those candidates entering the program without an education degree. These candidates could be eligible for certification in Early Childhood Special Education upon completion of the degree requirements and earning a passing score on the State Certification Exam(s). Candidates with an education degree will be evaluated by the department prior to admission. Upon transcript and prior completed coursework evaluation, requirements in Block A may be considered met and/or transfer credit may be applied. Block B (31 units): ESE 516, ESE 536, ESE 556, ESE 557, ESE 585, ESE 657 (18 units) (ESE 695-Early Childhood or ESE 596) (6 units) ESE 596 (4 units) DIS 526 (3 units) Please Note: Candidates must also pass the required Arizona Educators Exams of Special Education and Professional Knowledge: Early Childhood Arizona Educator Proficiency Assessment (professional knowledge and Special Education focus area), and meet State requirements on Federal and State Constitutional knowledge for Arizona Teacher Certification. For the Structured English Immersion (SEI) endorsement, candidates who have full SEI endorsement at admission must provide proof of

8 the full endorsement. If proof of the full SEI endorsement is not presented at admission, the candidate is required to take the BME courses (i.e., BME 500 and BME 631) as part of their program of study. Be aware that Arizona state teacher certification requirements leading to Institutional Recommendations may change at any time, and may impact program of study requirements. Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. 8. Justification for proposal: Non curricular catalog change. When the applicant has (or has had) elementary teacher certification, it means that the student passed some type of test to obtain the certification. This also means that the student has demonstrated knowledge in basic math, language arts, and science, regardless of the grades the student earned in those courses. Also, in meetings with Dr. Masserini, lead faculty, and Student Services personnel, it was agreed that the 9 hours of coursework listed as prerequisites to admission were confusing and unnecessary. For instance, the program already has a technology course in it so it does not need the prerequisite of having another tech course. The SEI endorsement will be covered if the student has a previous teaching certification; if the student doesn t have a previous certification, he/she will take all courses in the program of study, including the SEI ones. Finally, the survey of special education course is a prerequisite for some of the courses in the program and, as such, listed in the Catalog. 9. NCATE designation, if applicable: Initial Plan Advanced Plan Remove Designation 10. Effective beginning FALL: 2015 See effective dates calendar. 11. Will this proposal impact other plans, sub plans, or course offerings, etc.? Yes No If yes, describe the impact. If applicable, include evidence of notification to and/or response from each impacted academic unit Answer for UCC/ECCC only: 12. A major is differentiated from another major by required course commonality: 24 units of the required credit hours of a major must be unique, (i.e. not common or not dual use as a required element in another major), to that major. Does this plan have 24 units of unique required credit? Yes No

9 13. Minor: A planned group of courses from one or more subject matter areas consisting of at least 18 hours and no more than 24 hours. At least 12 hours of the minor must be unique to that minor to differentiate it from other minors. Does this minor have 12 units of unique required credit? Yes No Answer for UGC only: 14. If this is a non-thesis plan, does it require a minimum of 24 units of formal graded coursework? Yes No If no, explain why this proposal should be approved. 15. If this is a thesis plan, does it require a minimum of 18 units of formal graded coursework? Yes If no, explain why this proposal should be approved. No FLAGSTAFF MOUNTAIN CAMPUS Scott Galland 7/30/2015 Reviewed by Curriculum Process Associate Approvals: Laura Sujo-Montes 7/30/2015 Department Chair/Unit Head (if appropriate) Chair of college curriculum committee Kathy Bohan 7/30/2015 Dean of college For Committee use only: UCC/UGC Approval Approved as submitted: Yes No Approved as modified: Yes No EXTENDED CAMPUSES Reviewed by Curriculum Process Associate

10 Approvals: Academic Unit Head Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized Learning) Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or Personalized Learning) Chief Academic Officer; Extended Campuses (or Designee) Approved as submitted: Yes No Approved as modified: Yes No From: John P Masserini Sent: Monday, August 03, :39 AM To: Maribeth Watwood <Maribeth.Watwood@nau.edu>; Stuart S Galland <Stuart.Galland@nau.edu> Cc: Kirsten L Slaughter <Kirsten.Slaughter@nau.edu>; Kathy J Bohan <Kathy.Bohan@nau.edu>; Laura Esthela Sujo-Montes <Laura.Sujo-Montes@nau.edu> Subject: FW: Catalog wording Hi Everyone, This looks great. Thanks for all the cooperative help in putting it together. Non-curricular changes are approved in the end by Maribeth. The proposals are attached. Maribeth and I will discuss the conversations I had with Laura, Kathy, and other faculty in making these changes. See you all soon. All the Best, Dr. John Masserini Associate Dean & Associate Professor Graduate College Northern Arizona University Box 4125 Flagstaff, AZ / From: Kathy J Bohan Sent: Thursday, July 30, :08 AM To: Stuart S Galland <Stuart.Galland@nau.edu>; John P Masserini <John.Masserini@nau.edu> Cc: Laura Esthela Sujo-Montes <Laura.Sujo-Montes@nau.edu> Subject: RE: Catalog wording I approve. Kathy Bohan

11 From: Stuart S Galland Sent: Thursday, July 30, :22 AM To: Kathy J Bohan <Kathy.Bohan@nau.edu>; John P Masserini <John.Masserini@nau.edu> Cc: Laura Esthela Sujo-Montes <Laura.Sujo-Montes@nau.edu> Subject: FW: Catalog wording HI, Final revised versions for your re-approval!. reply is OK. Thanks! Scott Galland Curriculum Process Associate Office of Curriculum, Learning Design, and Academic Assessment (cell) scott.galland@nau.edu From: Laura Esthela Sujo-Montes Sent: Tuesday, May 19, :55 PM To: Stuart S Galland; Kathy J Bohan Subject: RE: Fast track Approval Request: Special Ed Mild/Moderate & Early Childhood Special Education Scott: I approve these proposals. Thank you. Laura Sujo-Montes Laura E Sujo-Montes, Ph.D. Chair, Educational Specialties Department Northern Arizona University College of Education PO Box 5774 Flagstaff, AZ Voice: Fax: laura.sujo-montes@nau.edu From: Kathy J Bohan Sent: Wednesday, May 27, :52 AM To: Janet N Savery Subject: RE: Fast track Approval Request: Special Ed Mild/Moderate & Early Childhood Special Education Janet and Scott Please forward my approval for these changes to Scott. I approve. Kathy Kathy J. Bohan, Ed.D., NCSP Associate Professor and Associate Dean Northern Arizona University College of Education P.O. Box 5774 Flagstaff, AZ From: Kathy J Bohan Sent: Thursday, July 30, :08 AM To: Stuart S Galland <Stuart.Galland@nau.edu>; John P Masserini <John.Masserini@nau.edu> Cc: Laura Esthela Sujo-Montes <Laura.Sujo-Montes@nau.edu> Subject: RE: Catalog wording

12 I approve. Kathy Bohan From: Stuart S Galland Sent: Thursday, July 30, :22 AM To: Kathy J Bohan <Kathy.Bohan@nau.edu>; John P Masserini <John.Masserini@nau.edu> Cc: Laura Esthela Sujo-Montes <Laura.Sujo-Montes@nau.edu> Subject: FW: Catalog wording HI, Final revised versions for your re-approval!. reply is OK. Thanks! Scott Galland Curriculum Process Associate Office of Curriculum, Learning Design, and Academic Assessment (cell) scott.galland@nau.edu