UCC/UGC/ECCC Proposal for Plan Change or Plan Deletion

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. Council for Exceptional Children (CEC) Standards for All Beginning Special Education Teachers 1. CEC Standard 1: Foundations 2. CEC Standard 2: Development and Characteristics of Learners 3. CEC Standard 3: Individual Learning Differences 4. CEC Standard 4: Instructional Strategies 5. CEC Standard 5: Learning Environments and Social 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). Council for Exceptional Children (CEC) Standards for All Beginning Special Education Teachers 1. CEC Standard 1: Foundations 2. CEC Standard 2: Development and Characteristics of Learners 3. CEC Standard 3: Individual Learning Differences 4. CEC Standard 4: Instructional Strategies 5. CEC Standard 5: Learning Environments and Social

Interactions 6. CEC Standard 6: Language 7. CEC Standard 7: Instructional Planning 8. CEC Standard 8: Assessment. 9. CEC Standard 9: Professional and Ethical Practice 10. CEC Standard 10: Collaboration Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan. which the teacher s planning: 1. Focuses instruction on Arizona s academic standards 2. Focuses instruction on the school s and district s academic standards 3. Aligns curriculum with the student assessments 4. Addresses any physical, mental, social, cultural, and community differences among learners 5. Addresses prior knowledge of individual and group performance 6. Indicates short and long term curriculum goals 7. Includes appropriate use of a variety of methods, materials, and resources 8. Includes learning experiences that are developmentally appropriate for learners 9. Includes learning experiences that address a variety of cognitive levels 10. Includes learning experiences that are appropriate for curriculum goals 11. Includes learning experiences that are based upon principles of effective instruction 12. Includes learning experiences that accurately represent content 13. Incorporates appropriate assessment of student progress Standard 2: The teacher creates and maintains a learning climate that supports the development of students abilities to meet Arizona s academic standards. 1. Establishes and maintains standards of mutual respect 2. Displays effective classroom management 3. Encourages the student to demonstrate self-discipline and responsibility to self and others 4. Respects the individual differences among learners 5. Facilitates people working productively and cooperatively with each other 6. Provides a motivating learning environment 7. Promotes appropriate classroom participation 8. Listens thoughtfully and responsively 9. Organizes materials, equipment, and other resources appropriately 10. Applies to daily practice the ethics of the profession Standard 3: The teacher implements and manages instruction that develops students abilities to meet Arizona s academic standards Interactions 6. CEC Standard 6: Language 7. CEC Standard 7: Instructional Planning 8. CEC Standard 8: Assessment. 9. CEC Standard 9: Professional and Ethical Practice 10. CEC Standard 10: Collaboration Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan. which the teacher s planning: 1. Focuses instruction on Arizona s academic standards 2. Focuses instruction on the school s and district s academic standards 3. Aligns curriculum with the student assessments 4. Addresses any physical, mental, social, cultural, and community differences among learners 5. Addresses prior knowledge of individual and group performance 6. Indicates short and long term curriculum goals 7. Includes appropriate use of a variety of methods, materials, and resources 8. Includes learning experiences that are developmentally appropriate for learners 9. Includes learning experiences that address a variety of cognitive levels 10. Includes learning experiences that are appropriate for curriculum goals 11. Includes learning experiences that are based upon principles of effective instruction 12. Includes learning experiences that accurately represent content 13. Incorporates appropriate assessment of student progress Standard 2: The teacher creates and maintains a learning climate that supports the development of students abilities to meet Arizona s academic standards. 1. Establishes and maintains standards of mutual respect 2. Displays effective classroom management 3. Encourages the student to demonstrate self-discipline and responsibility to self and others 4. Respects the individual differences among learners 5. Facilitates people working productively and cooperatively with each other 6. Provides a motivating learning environment 7. Promotes appropriate classroom participation 8. Listens thoughtfully and responsively 9. Organizes materials, equipment, and other resources appropriately 10. Applies to daily practice the ethics of the profession Standard 3: The teacher implements and manages instruction that develops students abilities to meet Arizona s academic standards

1. Appropriately implements a teacher-designed lesson plan 2. Communicates to students specific standards and high expectations for learning 3. Links learning with students prior knowledge, experiences, and backgrounds 4. Models the skills, concepts, attributes, or thinking processes to be learned 5. Demonstrates effective written and oral communication 6. Uses appropriate language to communicate with learners clearly and accurately 7. Uses strategies that are appropriate to students developmental levels 8. Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity 9. Encourages critical thinking 10. Connects lesson content to real life situations when appropriate 11. Uses technology and a variety of instructional resources appropriately 12. Uses a variety of effective teaching strategies to engage students actively in learning 13. Maximizes the amount of class time students are engaged in learning which results in a high level of success for students 14. Provides opportunities for students to use and practice what is learned 15. Adjusts instruction based on feedback from students Standard 4: The teacher assesses learning and communicates results to students, parents and other professionals with respect to students abilities to meet Arizona s academic standards. 1. Promotes student self-assessment 2. Uses a variety of appropriate formal and informal assessments aligned with instruction 3. Maintains records of student work and performance and uses them to guide instructional decisions 4. Offers students and parents appropriate feedback on progress toward learning expectations 5. Maintains privacy of student records and performance Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students abilities to meet Arizona s academic standards and transition from school to work or post-secondary education 1. Works with parents to enhance student learning at home and school 2. Collaborates with other professionals and agencies to improve the overall learning environment for students 3. Accesses community resources and services to foster student learning 4. Demonstrates productive leadership and team 1. Appropriately implements a teacher-designed lesson plan 2. Communicates to students specific standards and high expectations for learning 3. Links learning with students prior knowledge, experiences, and backgrounds 4. Models the skills, concepts, attributes, or thinking processes to be learned 5. Demonstrates effective written and oral communication 6. Uses appropriate language to communicate with learners clearly and accurately 7. Uses strategies that are appropriate to students developmental levels 8. Incorporates strategies which address the diverse needs of learners, and demonstrates multicultural sensitivity 9. Encourages critical thinking 10. Connects lesson content to real life situations when appropriate 11. Uses technology and a variety of instructional resources appropriately 12. Uses a variety of effective teaching strategies to engage students actively in learning 13. Maximizes the amount of class time students are engaged in learning which results in a high level of success for students 14. Provides opportunities for students to use and practice what is learned 15. Adjusts instruction based on feedback from students Standard 4: The teacher assesses learning and communicates results to students, parents and other professionals with respect to students abilities to meet Arizona s academic standards. 1. Promotes student self-assessment 2. Uses a variety of appropriate formal and informal assessments aligned with instruction 3. Maintains records of student work and performance and uses them to guide instructional decisions 4. Offers students and parents appropriate feedback on progress toward learning expectations 5. Maintains privacy of student records and performance Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students abilities to meet Arizona s academic standards and transition from school to work or post-secondary education 1. Works with parents to enhance student learning at home and school 2. Collaborates with other professionals and agencies to improve the overall learning environment for students 3. Accesses community resources and services to foster student learning 4. Demonstrates productive leadership and team

membership skills that facilitate the development of mutually beneficial goals 5. Collaborates with colleagues to achieve school and district goals Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development plan 1. Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning 2. Designs and continually adapts a professional development plan for improving instruction and student learning 3. Engages in activities that implement the professional development plan 4. Uses employer s documentation of his or her performance to develop a professional development plan 5. Pursues professional activities to support development as a learner and a teacher Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor s degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards The subject knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. Skills and concepts related to the subject area a. At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts. b. At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach. 2. Major facts and assumptions that are central to the discipline 3. Debates and the processes of inquiry that are central to the discipline 4. Integration of disciplinary knowledge with other subject areas 5. Connections between knowledge of the subject area and real life situations at the level of the students being taught Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. A variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary level or a variety of methods for teaching reading and the subject area or areas in which the teacher membership skills that facilitate the development of mutually beneficial goals 5. Collaborates with colleagues to achieve school and district goals Standard 6: The teacher reviews and evaluates his or her overall performance and implements a professional development plan 1. Reviews his or her practices and evaluates the influences of his or her practices on student growth and learning 2. Designs and continually adapts a professional development plan for improving instruction and student learning 3. Engages in activities that implement the professional development plan 4. Uses employer s documentation of his or her performance to develop a professional development plan 5. Pursues professional activities to support development as a learner and a teacher Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor s degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona academic standards The subject knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. Skills and concepts related to the subject area a. At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts. b. At the secondary level, the teacher demonstrates knowledge of the subject area or areas he or she is being certified to teach. 2. Major facts and assumptions that are central to the discipline 3. Debates and the processes of inquiry that are central to the discipline 4. Integration of disciplinary knowledge with other subject areas 5. Connections between knowledge of the subject area and real life situations at the level of the students being taught Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning The professional knowledge assessment shall measure the extent to which the teacher has knowledge of: 1. A variety of methods for teaching language arts and reading, math, science, social studies, and fine arts at the elementary level or a variety of methods for teaching reading and the subject area or areas in which the teacher

is seeking certification at the secondary level 2. Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas 3. Principles and techniques associated with various instructional strategies 4. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 5. Methods for recognizing and accommodating exceptional children 6. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning 7. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8. Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 9. The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, determining what they know and are able to do, and identifying what experiences will support their further growth and development 10. Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring 11. Services and resources to meet the needs of exceptional children and how to access the services and resources 12. Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system 13. Laws and ethics related to student, parent, and teacher rights and responsibilities Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs which the special education teacher: 1. Demonstrates knowledge of disabilities and their educational implications 2. Demonstrates knowledge of state and federal special education laws, rules, and regulations 3. Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning 4. Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability 5. Assists in the design and implementation of individualized education programs through diagnostic teaching, instructional adaptations, and individual behavior management techniques 6. Utilizes paraeducators and paratherapists effectively through training and supervision is seeking certification at the secondary level 2. Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas 3. Principles and techniques associated with various instructional strategies 4. Learning theories, subject matter, curriculum development, and student development and how to use this knowledge in planning instruction to meet curriculum goals 5. Methods for recognizing and accommodating exceptional children 6. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning 7. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work 8. Effective evaluation of curriculum materials and resources for accuracy, comprehensiveness, and usefulness for representing particular ideas and concepts 9. The characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, determining what they know and are able to do, and identifying what experiences will support their further growth and development 10. Measurement theory, interpretation of test results, and assessment-related issues, such as validity, reliability, bias, and scoring 11. Services and resources to meet the needs of exceptional children and how to access the services and resources 12. Schools as organizations within the larger community context and the operations of the relevant aspects of the educational system 13. Laws and ethics related to student, parent, and teacher rights and responsibilities Standard 9: In collaboration with other professionals and parents, the special education teacher participates in the design, implementation, and assessment of individualized education programs which the special education teacher: 1. Demonstrates knowledge of disabilities and their educational implications 2. Demonstrates knowledge of state and federal special education laws, rules, and regulations 3. Demonstrates knowledge of and the ability to use a variety of assistive devices that support student learning 4. Applies specialized diagnostic and assessment procedures to assist in determining special education eligibility for all areas of suspected disability 5. Assists in the design and implementation of individualized education programs through diagnostic teaching, instructional adaptations, and individual behavior management techniques 6. Utilizes paraeducators and paratherapists effectively through training and supervision 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 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 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 cross-disciplinary 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 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.

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: (http://catalog.nau.edu/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: 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): ESE 516, ESE 536, ESE 556, ESE 655, ESE 596. Special Education-Early Childhood Special Education with Certification; M.Ed. In addition to University 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): ESE 516, ESE 536, ESE 556, ESE 557, ESE 657 655, ESE 596. Minimum Units for Completion 33 Admission requirements over Additional Admission Requirements and above admission to NAU are required. Fieldwork Experience/Internship Optional Prepares student for Arizona Arizona Certification/Endorsement Certification and/or Endorsement. Student Teaching/Supervised Teaching Student Teaching/Supervised Teaching is required. Some online/blended coursework Required Progression Plan Link Not Available Minimum Units for Completion 33 37-46 Admission requirements over Additional Admission Requirements and above admission to NAU are required. Fieldwork Experience/Internship Optional Required Prepares student for Arizona Arizona Certification/Endorsement Certification and/or Endorsement. Student Teaching/Supervised Teaching Student Teaching/Supervised Teaching is required. Some online/blended coursework Required Progression Plan Link Not Available Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required (www.nau.edu/graduateapply) for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally Additional Admission Requirements Admission requirements over and above admission to NAU are required. NAU Graduate Online application required (www.nau.edu/graduateapply) for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution

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 http://nau.edu/gradcol/admissions/graduate -Admissions-Policy/. International applicants have additional admission requirements: http://nau.edu/gradcol/admissions/internati 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 IVP Fingerprint clearance card Privacy forms Teaching certificate (if the applicant has one) Master's Requirements Take the following 33 units: ESE 516, ESE 536, ESE 556, (ESE 585 or DIS 519), ESE 657 (15 units) ESE 608 - Early Childhood (3 units) ECI 620 (3 units) ESE 698 (3 units) ESE 596 (9 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. 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 http://nau.edu/gradcol/admissions/graduate -Admissions-Policy/. International applicants have additional admission requirements: http://nau.edu/gradcol/admissions/internati 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 33 37-46 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 be eligible for certification in Early

Be aware that some courses may have prerequisites that you must also take. For prerequisite information click on the course or see your advisor. 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 608 695-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. 8. Justification for proposal:

The Arizona Department of Education (ADE) approved new requirements for teacher certification in Early Childhood Special Education that will be implemented on January 1, 2016. Because the degree has an Institutional Recommendation from ADE, it has to be in alignment to the new requirements. A complete review of existing course outcomes was conducted and modifications were made to the degree accordingly. Titles and course descriptions for some courses have been modified and courses were added to the plan to address the new requirements. To avoid penalizing students seeking certification after 1/1/16, the degree will have to be changed as soon as possible. 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 While many of the courses remain essentially the same, a special education course, ESE 698 was removed from the plan and a new course, DIS 505 was added. Enrollments in these courses will be impacted. Members of the special education faculty were notified of the elimination of ESE 698 from the plan and are in agreement that the plan was revised to align to certification requirement changes and is necessary. The Institute for Human Development offers DIS 526 and the lead instructor of that course was notified and approved. Early Childhood Education (ECI) courses are included in this program and their enrollments may be impacted in the future. The Chair of the Department of Teaching and Learning was notified of this. See attached support from: IHD, ECI Answer 12-13 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 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 14-15 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 2/16/2015 Reviewed by Curriculum Process Associate Approvals: Department Chair/Unit Head (if appropriate) Chair of college curriculum committee 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 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: Pamela Jane Powell Sent: Thursday, October 23, 2014 8:07 AM To: Karen Applequist Subject: ECE Master's Dear Karen, We are in agreement with the changes to the the ECE degree. Kindest Regards, Pam Pamela Powell, EdD Associate Professor and Chair-Department of Teaching and Learning College of Education-Northern Arizona University (928)523-5644 PO Box 5774 Flagstaff, AZ 86011-5774 From: Janis Doneskinicol Sent: Wednesday, October 29, 2014 3:14 PM To: Karen Applequist Subject: Inclusion of DIS 526 in M.Ed. in Special Education - Early Childhood Karen, Please do add DIS 526 to the M.Ed. in Special Education Early Childhood. This course will provide your students with strong knowledge and skill in the application of assistive technology for school aged children. The Graduate Certificate in Assistive Technology currently offers this course each Spring. Additional Spring sections can be supported by current faculty. Further, if there are adequate numbers of students to support a Fall offering of this course we can explore and support this option. Janis Nicol Program Director Graduate Certificate in Assistive Technology