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NEBRASKA DEPARTMENT OF EDUCATIONTeacher Preparation Content Program Review

Institution: Chadron State College

Date Submitted: Summer 2012

Contact Person: Henry McCallum

Phone: 308-432-6334 Fax: 308-432-6429

Email: hmccallum@csc.edu

Content Group/Area: Special EducationAnd/orEndorsements and Grade level: Mild/Moderate Disabilities (K-12), Unified Early Childhood (B-3)

Program Level: X Initial AdvancedIs the program offered at more than one site? Yes X No

If yes, lit the sites at which the program is offered:

_________________________________________________________________________________

_________________________________________________________________________________

Type of Certificate: X Teaching Administrative Special Services

Accreditation Status: X NCATE X State TEAC Regional

Specialty Program Area Recognition ( if applicable):

Program Report Status: X Initial Review Rejoinder Response to Condition

XXX

X

X X X

X X X X

X X X

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Section 1: Contextual Information

Introduction

Institutional Overview

Chadron State College, which began as a Nebraska State Normal School in 1911, remains the only four-year institution of higher education in western Nebraska. In 1964 the institution enhanced its mission and the name was changed to Chadron State College (CSC). The college has experienced numerous changes and continual growth over their millennium.

Though small in number, early graduates represented education to a young, rugged, and rural society. Today, the college prepares students for much more than teacher education. The institutional role, mission, and objectives cover comprehensive college curricula, which includes basic and advanced programs. Teacher education remains, however, a central component. In 2010, for example, almost 30% of our student-body pursued degrees in teaching. These students are primarily from Chadron State’s expansive rural service region, which encompasses 26 counties and approximately 34,700 square miles.

Total institutional enrollment, as of fall 2010, now stands at 2,759 students, of which 64% are full-time. The majority of these students, approximately 61%, are Nebraskans. Traditional students, students under 23 years of age and single, make up the majority of the enrollment. Generally, students are first-generation and are from small rural high schools with graduating classes of 100 students or less. Non-traditional students, students over 23 years of age or married, comprise 41% of our full-time undergraduate enrollment, the majority of which are women.

Due to the expanse of our coverage area, Chadron State offers its courses, via interactive telecommunications, to two locations, Scottsbluff and North Platte, Nebraska, in addition to face-to-face instruction at these sites.

Institutional Charge, Vision and Mission Statements

Statutory charge. Priorities for Nebraska State Colleges, as established by the state legislature and reported in the 2006 Coordinating Commission for Postsecondary Education Comprehensive Statewide Plan for Postsecondary Education, are:

First instructional priority is the provision of baccalaureate general academic, occupational, and education degree programs;

Second instructional priority is to provide master's programs in education and other disciplines authorized by statute or by the Commission;

Third priorities are applied research, public service activities, and continuing education activities that serve their geographic service areas.

The Commission further defines CSC’s programmatic service as a Master's (comprehensive) College/University I Carnegie classification. Chadron State College's programmatic service area includes baccalaureate level liberal arts, occupational degree programs and professional degree programs in education.

The primary focus of Chadron State College's educational programs is high quality, comprehensive undergraduate programs leading to baccalaureate degrees in arts and sciences, business, and teacher education, all of which are enhanced by a coherent general education program.

Chadron State College’s new baccalaureate degree programs will reflect the needs of its service area and the priorities of the State College Board of Trustees.

Chadron State College offers the Master of Education, the Master of Organizational Management, and the Master of Business Administration degrees. http://www.ccpe.state.ne.us/PublicDoc/CCPE/

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Like Peru and Wayne State Colleges (the other two institutions within the Nebraska State College system), Chadron State is a regional institution dedicated to teaching, scholarship, and community service, and serves a defined, geographical region.

Institutional vision and mission statements. The vision and mission as established by the faculty, professional staff, and administration at Chadron State College are:

Vision Chadron State College aspires to be a premiere institution of higher education in the western high plains states, innovatively pursuing excellence in teaching, scholarship, and service.

MissionChadron State College will enrich the quality of life in the region by providing

educational opportunities, research, service, and programs that contribute significantly to the vitality and diversity of the region.

The vision and mission set the focus for the future of the institution and aid in the development of the strategic plan which will guide us into a continuous state of improvement, and is designed to meet the needs of the region we serve.

Institutional Strategic Plan

Chadron State College has four outcome initiatives and twenty accompanying actions to achieve the initiatives set forth in the plan. The strategic plan for 2011 and beyond is as follows:

1. Initiative One: Streamlined, Relevant, High-Impact Learning Experiences Action (1) Revise Essential Learning Program (General Studies) Action (2) Create integrated and interdisciplinary programs Action (3) Implement experiential learning for college seniors Action (4) Expand student literacy to all areas of technology and media Action (5) Create co-curricular experiences that emphasize leadership, engagement,

civic responsibility and positive human interaction Action (6) Refine and redefine course delivery models Action (7) Promote standards of quality for courses and teaching Action (8) Establish a technology-supported, collaborative and creative teaching and learning

center to provide appropriate resources and tools to create high-impact learning experiences

2. Initiative Two: Competitive, Customer-focused Delivery of Services in

Support of Teaching and Learning

Action (9) Develop a campus-wide definition and process for student advising and schedule building

Action (10) Initiate a review of internal service gaps and establish a plan to improve communication and timely completion of services

Action (11) Review all campus services for relevance and efficiency

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Action (12) Initiate a review of internal service gaps with respect to academic computing services

Action (13) Establish a deliberate collaborative process to improve communication and effective teamwork across all areas of the college

3. Initiative Three: Optimal Use of Limited Human and Physical Resources

Action (14) Based on the campus-wide review of services for relevance and efficiency (#11above) reallocate human resources more effectively according to mission-critical processes and functions as opposed to historical silos

Action (15) Implement a system of assessment and accountability for ensuring quality of mission critical functions

Action (16) Differentiate and streamline the role and responsibilities of faculty and staff Action (17) Initiate a digital document and self-service plan for process flow improvement,

accountability, document storage and retrieval, and paper reduction

4. Initiative Four: Increased Revenue

Action (18) Re-allocate one or more existing personnel lines to focus exclusively on market development

Action (19) Develop internal support for grant-writing Action (20) Build on fundraising momentum developed during the Vision

2011Comprehensive CampaignLink to Strategic Plan

Education Unit Mission/Philosophy

Chadron State College’s professional preparation programs are designed to produce “Visionary Leaders for Lifelong Learning”.

Mission

The mission of the Chadron State College Education Unit, founded on educating Visionary Leaders, is committed to creating diverse educational environments that are thoughtfully structured to provide opportunity for the success of all learners, now and for the future.

To accomplish the mission, CSC provides teacher, administrator, and counselor candidates with deliberate and appropriate educational experiences. Knowledge, skills, and dispositions are developed through extensive classroom and field-based interactions. Candidates have opportunities to develop their own professional philosophy and teaching style while learning to meet the needs of learners in authentic educational settings. This is accomplished with a vision that embraces tradition, innovation, and the strength of diversity, always with an eye to the future.

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Philosophically, Education Unit faculty members act upon a set of beliefs that reflect the importance placed on the preparation of qualified professional educators who will meet the learning needs of all children in P-12 educational settings. To this end, unit faculty members are dedicated to the development of Visionary Leaders. The Education Unit believes the educator’s role is to facilitate learning. This facilitation is accomplished by creating opportunities for all learners to actively engage and participate in their learning environment, and to process knowledge delivered through methods appropriate to their individual learning style. The model is based, to a great extent, on the constructivist theory of learning.

Description of the Education Unit – Organization and Structure

The Education Unit is comprised of the Education Department and other campus departments providing teacher certification endorsement coursework at the initial and advanced levels. Campus departments offering endorsements are: Applied Sciences; Business; Counseling, Psychology, and Social Work; Education; English and Humanities; Health, Physical Education, and Recreation; Library Services; Mathematical Sciences; Music; Physical and Life Sciences; Social and Communication Arts; and Visual and Performing Arts. Link to CSC Organizational Chart

The CSC Department of Education houses the initial programs for Elementary Education, Early Childhood Education, Early Childhood Unified Education, and Special Education, as well as advanced programs in Reading Specialist, Educational Administration, and Curriculum and Instruction. (Curriculum and Instruction is not an endorsement program but rather an advanced, professional master’s degree.) The Education Department holds the major responsibility for providing professional teacher education curriculum.

The Education Unit is led by the unit head, the Academic Dean for Professional Licensure. The responsibilities of the academic dean include administrative oversight for program licensures and education programs. The dean serves as Chair of the Teacher Education Committee which includes teacher educators from each of the departments providing endorsement areas, and faculty teaching the professional teacher education programs. This committee is at the frontline for recommendation of policy, curriculum and procedures, and, also reviews assessment data and makes recommendations for change in curriculum, program and assessment processes. Membership of the Teacher Education Committee also includes one student and two public school representatives.

At Chadron State College, curricular changes at the initial and advanced levels are initiated within the departments and then presented to the Teacher Education Committee for advisement input. Initial level curriculum changes for all programs are presented to the Faculty Senate’s Academic Review Committee for final approval. Advanced level/ graduate program changes are presented to the Faculty Senate’s Graduate Council, for final approval. The major function of these committees is to see that changes align with CSC and Nebraska State College System policies.

The Education Unit offers teacher education programs to distant, outreach sites located in North Platte and Scottsbluff, Nebraska, and in Sheridan, Wyoming. The predominant initial education program at these sites is Elementary Education, where candidates may complete their entire pre-service curriculum. These programs operate cooperatively with the community colleges in their corresponding locations. At the advanced level, distant, outreach programs are also offered in North Platte and Scottsbluff, Nebraska, for the School Counseling program. Through a combination of on-line delivery and face-to-face delivery, students

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may complete these programs at the distance sites, enabling Chadron State to better meet the needs of the region.

The Education Unit also offers secondary level, post-baccalaureate certification course programs at these distant, outreach sites and on the main campus. Initial and advanced program course delivery may be offered and received via interactive television (ITV), on-line, or through face-to-face instructional formats.

The Unit

The Teacher Education Unit offers certification programs aligned with state and national standards. Chadron State College offers twenty-eight initial endorsement programs, four initial supplemental endorsements, and four advanced endorsements.  The following endorsements are currently in the phase-out stage: Specialist -Superintendent, secondary field -Industrial Education Technology, supplemental - Skilled and Technical Science Education, and supplemental - Driver Education.  Certification programs offered through the Unit are:

Initial Level Programs (Bachelor of Science Degree (BS))

Secondary Education (7-12) o Art (K-12)o Basic Business (6-12) (4-9)o Biology (7-12)o Business Marketing and Information Technology Education (6-12)o Chemistry (7-12)o Coaching (7-12)o Earth Science (7-12)o Educational Library Media (K-12)o English (7-12)o Family and Consumer Sciences Education (7-12) (4-9)o Health (7-12)o Health and Physical Education (K-12)o History (7-12)o Industrial Technology Education (6-12)o Language Arts (7-12) (4-9)o Mathematics (7-12) (4-9)o Music (K-12)o Natural Science (7-12) (4-9)o Physical Education (K-6) (7-12)o Physical Science (7-12)o Physics (7-12)o Social Science (7-12) (4-9)

o Theatre (7-12)o Vocal Music (K-8)

Middle Grades (4-9) Elementary Education (K-8) Early Childhood (B-3) Early Childhood Unified Education (B-3) Mild/Moderate Disabilities (K-12)

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Advanced Level Programs (Masters of Science Degree (MS))

Educational Administrationo School Principal; (K-12) (K-6) (4-9) (7-12) Endorsemento Special Education Coordinator; (K-12) Non-endorsement

School Counseling; (K-12) (K-6) (7-12) Curriculum and Instruction; Non-endorsement

o Secondary Educationo Elementary Fieldo Elementary Generalist

Reading Specialist; (K-12) Endorsement (non-degree seeking)

In the 2010-2011 academic year, at the initial level, education majors numbered 604. Of these, 125 were part-time students. At the advanced level, 164 of the 180 students were enrolled part-time. For the 2010-2011 academic year 82 students graduated at the advanced level. This represented approximately 55% of the institutions advanced degrees granted.

Unit Field Experience Requirements

All initial level candidates must complete 100 - 125 clock hours of classroom observation/participation within a classroom setting prior to their student teaching capstone experience; this number varies between Secondary and Elementary level programs, respectively. Pre-service field experience hours are required at all levels throughout the program, culminating with the student teaching field experience. Field experiences and their respective hourly requirements are listed below.

EDUC 131: Introduction to Teaching -- 10 clock hours of classroom observation PSYC 231: Educational Psychology -- 15 clock hours of classroom observation EDUC 300/320: Education Observation & Participation:

o EDUC 300: 75 clock hours for secondary candidates, and o EDUC 320: 100 clock hours for elementary candidateso EDUC 480/490: Student Teaching – 40 hours per week, over 16 weeks (1

semester)

See Chadron State College General Catalog for written evidence.

At the advanced level, the endorsement for Educational Administration requires 250 hours of field experience. The School Counseling endorsement program requires 450 hours of field experience for K-6 endorsement; 450 hours of field experience for 7-12 endorsement; and 900 hours for K-12 endorsement. See Chadron State College Graduate Catalog for written evidence.

Program Transition/Gateway Points: Admission, Retention and Exit

(Initial and Advanced Programs)

Initial Level Gateways. At the initial level candidates are provided basic information about program gateways (transition points) and assessments. The information is outlined and available online, in the Teacher Education Handbook and the CSC General Catalog 2011-2013 as well as in several education courses, e.g., EDUC

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131: Intro to Teaching; EDUC 300/320: Observation & Participation. Five (5) transition points (gateways) serve as a guide for the candidates. A summary of these transitions/gateways is below.

Gateway 1: Admission to Chadron State College

Chadron State College admits all graduates of accredited Nebraska high schools and qualified out-of-state students. Upon admission to CSC students must: (1) complete the ACT or SAT exam and have official scores sent directly to the CSC Admissions Office; (2) have official high school/college transcripts sent; (3) submit application form and fee. Advisors are assigned to all students who gain entry into the college. Candidates enrolling in teacher education programs of study have, as their primary advisors, faculty from either the Education Department (Elementary and Special Education programs) or the department responsible for the endorsement (Middle Grades and Secondary Education programs).

Transfer students work through the START Office (Student Transition and Registration Team) to have their transcripts evaluated for CSC General Studies program requirements. Following the evaluation, the candidate is assigned an advisor. Transfer students who have completed an Associate’s Degree from an accredited institution are given credit for the CSC General Studies program requirements with the exception of six (6) credit hours of upper division level courses (Ethics and a global and social/cultural awareness course). An evaluation is then conducted related to the teacher education program core competencies as described in the conceptual framework document.

Gateway 2: Pre-Admission to Teacher Education Program

Pre-Admission program requirements, students/candidates must: (1) complete EDUC 131: Introduction to Teaching with at least a grade of “C” or better; (2) submit the Education Dossier; (3) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (4) submit application form, including a record of the above listed documents.

Gateway 3: Admission to Teacher Education Program (Candidacy)

Prior to admission to the Teacher Education Program and enrollment in EDUC 300 or 320: Observation & Participation, students/candidates must: (1) pass standardized basic skills proficiency test (Praxis I/PPST) with minimum scores of 170 in reading, 172 in writing, and 171 in mathematics; (2) submit application form; (3) complete coursework with at least a 2.5 grade point average on a four-point scale; (4) earn a “C” or above in English composition and oral communication (ENG 135, ENG136, and CA 125) or equivalent courses; (5) earn a grade of “C” or above in all professional education core coursework; and (6) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”. Students/Candidates who meet all pre-requisites may register for EDUC 300 or 320 Observation & Participation (field experience 75-125 hours). At this point students are fully admitted into the Education Program and officially become “candidates.”

Gateway 4a: Admission to Semester I of the Professional Year (Block)

Prior to admission to Semester I of the Professional Year (Block), the candidates must: (1a) elementary-level candidates must complete Elementary endorsement area and at least 50% of another endorsement(s) and/or a supporting minor(s); (1b) secondary-level candidates must complete Professional Education coursework and at least 75% of secondary content endorsement; and (1c) middle-level candidates must complete all of the professional education courses and at least 15 of the 18 required credit hours for the first content area of specialization, and at least 12 of the 18 credit hours of the second specialization; All candidates must (2) complete EDUC 300 or 320 with a grade of “C” or above (75/125 hours of verified field experience); (3) earn a GPA of 2.50 for all coursework and in each endorsement and/or supporting minor; (4) complete 90 credit hours and must meet residency requirements;

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(5) present five (5) faculty recommendations; (6) be recommended by the department faculty of the endorsement(s) area(s); (7) submit a revised Education Dossier; (8) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement”; and (9) submit the Application to the Professional Year form.

Gateway 4b: Admission to Semester II of the Professional Year (Teacher Internship)

Prior to placement in Semester II of the Professional Year (Teacher Internship/student teaching), candidates must: (1) complete Semester I of the Professional Year (Block) with a grade of “C” or above in all courses; and (2) submit proof of a current background check and a notarized statement pertaining to criminal history and mental fitness, “Felony and Mental Oath Statement.”

Gateway 5: Graduation, Certification and Entry to the Profession

Upon graduation, candidates will have met all the teacher certification requirements for Nebraska licensure. These requirements are: (1) submission of the Application for Graduation to the Registrar’s Office; (2) completion of the Teacher Intern (student teaching) experience with a minimum GPA of 2.5 (State of Nebraska requirement); (3) complete all CSC degree requirements; and (4) submit application for a teaching certificate. (See Initial Gateway Table.)

Advanced Level Gateways. At the advanced level candidates are provided the gateway information online in the CSC Graduate Catalog 2011-2013 and at the CSC Graduate website http://www.csc.edu/graduate/index.csc). The candidates must proceed through the following four (4) transition (gateway) points:

Gateway 1: Admission to Graduate Study

Chadron State College admits all candidates for the Master of Education degree who hold a Bachelor’s degree in Education from accredited colleges and universities. In addition the candidate must: (1) have earned an undergraduate GPA of 2.75 or have completed 12 graduate hours at CSC with a GPA of 3.25 or higher; and (2) submit an application for admission to graduate study. (The Graduate Record Examination (GRE) is required for the Masters of Education in Curriculum and Instruction, Science focus).

Gateway 2: Admission to Graduate Status (filing Plan of Study)

Admission to Graduate Status requires completion of a Plan of Study within the first 9-18 hours of graduate coursework. Candidates must maintain a 3.00 GPA or higher.

Gateway 3: Application for Oral Examination

Application must be made for the Oral Examination for the Master’s Degree. The candidate must: (1) submit the application form; (2) complete the majority of coursework and practicum requirements as described by each department and college policy; (3) maintain a minimum GPA of 3.00 for all program coursework; (4) meet all college requirements for credit hours and residency; and (5) be enrolled in course work necessary to complete the degree. The student must complete the degree program within a period of seven years from the year the student completed his or her graduate course applicable toward their degree.

Gateway 4: Application for Graduation and Conferring of Degree

Candidate must: (1) complete and submit application for graduation; (2) prepare and present a professional portfolio document in the area of concentration; (3) complete all requirements successfully as stated on the plan of study; and (4) pass a final oral examination.

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See Advanced Programs Gateway Table.

Key Program Assessments

Initial Level Key Assessments. Consistent with each program gateway (cited above) are specific program key assessments. Table for Key Assessments for Initial Programs-Attachment C as well as the CSC Assessment Plan for Initial Programs are presented in each endorsement folio. As the tables illustrate, the key assessments cover content knowledge; pedagogical and professional knowledge, skill and dispositions; and effects on student learning. Multiple assessments are applied for each assessment target.

Advanced Level Key Assessments. Advanced level assessments for the Educational Administration, School Counseling, and Curriculum and Instruction are presented in the Table of Key Assessment Advanced Programs- Attachment C. The assessments address content knowledge, pedagogical and professional knowledge, skills and disposition, and effects on student learning. Multiple assessments are applied to each key area for these programs in the CSC Assessment Plan for Advanced Programs.

Explanation of the Conceptual Framework -Developing Visionary Leaders for Lifelong Learning

The term “visionary,” in the context of the model, implies a forward looking, far-seeing, positive, and open-minded approach to learning. The Education Unit at Chadron State College prepares candidates to provide visionary leadership within the high plains educational settings and to educational environments beyond this region. The model supports and compliments the Chadron State College Vision and Mission.

The model for “Developing Visionary Leaders for Life Long Learning” is depicted by three interlocking circles, each representing an interrelated area of the curriculum, for the initial level: General Studies, Specialty Studies, and Professional Studies. The General Studies curriculum is designed to provide candidates with a broad liberal studies background, while the Specialty Studies curricula is comprised of the content coursework in each teaching endorsement area offered at Chadron State College. The Professional Studies curriculum is comprised of those core education courses taught by Education Department faculty. These Professional Studies courses emphasize the pedagogical knowledge, skills, and dispositions candidates use to effectively teach P-12 students. At the graduate (advanced) level, the “Visionary Leader” model continues to build on the pedagogical knowledge, skills, and dispositions developed for the candidate’s academic and professional career. The General Studies represents the core master’s program (research and inquiry); Specialty Studies describes the specialized content necessary for the degree; and the Professional Studies encompasses the practical and field based learning’s demonstrated by the candidate. At the advanced level, Specialty and Professional Studies often are blended into the same courses and experiences.

The Professional Studies circle of the model embraces the seven components that make up the conceptual framework for the Unit. These components are: Assessment, Communication, Human

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Relations/Diversity, Methodology/Technology, Professionalism, Thinking Skills, and Leadership. These seven components are interwoven throughout the unit’s professional preparation programs and form the basis of the constructivist approach in preparing candidates to become Visionary Leaders. The seven components are introduced and developed within the first three years of the initial candidate’s educational program, and serve as the basis for each of the unit’s key assessments. Advanced level candidates receive their introduction to the components during the EDCI 631 Introduction to Graduate Studies course. Following are the seven components of the Visionary Leader Model and their respective student outcome statements. (The colors of each conceptual framework component will be used throughout the folio to visually link CSC’s Conceptual Framework to key assessment data displays.)

Assessment. Successful candidates will understand both formal and informal strategies to assess the learner’s intellectual, social, and physical development. The candidate will be able to design and assess learning activities utilizing the data collected from those assessment measures to make instructional and/or curricular decisions to improve student learning.

Communication. Successful candidates will demonstrate effective communication skills with all constituents, while respecting diversity and engaging students in the learning enterprise through motivation and constructive learning applications.

Human Relations/Diversity. Successful candidates will develop and maintain a physically inclusive and emotionally safe classroom environment conducive to effective learning, which encourages the voicing of student concerns, embraces elements of diversity, and exhibits an understanding of child growth and development.

Methodology/Technology. Successful candidates will demonstrate the active willingness to model and use skills and knowledge to promote learning activities that are consistent with identified learning objectives, using varied methodological and technology driven modalities. Similarly, candidates are constructing their own beliefs about effective teaching practices.

Professionalism. Successful candidates will demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-reflection; positive ethical behavior; respectful attitude; proper mode of dress; effective classroom management skills; appropriate knowledge of subject matter; and seeks the opportunity to grow professionally.

Thinking Skills. Thinking skills apply to all subjects and to student learning at all levels. Candidates at all levels will recognize and demonstrate activities that elicit critical thought beyond recall and comprehension.

Leadership. Successful candidates recognize and demonstrate leadership traits that promote the engagement of individuals in a professional and ethical manner to lead toward common goals.

Candidate Proficiencies Aligned with Professional and State Standards

In applying the seven components of the Visionary Leader model with their associated outcomes, candidates meet the professional standards for the Nebraska Department of Education and National Council for Accreditation of Teacher Education preparing educators and other professional school personnel for initial

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and advanced programs. The matrix shown in Section II will illustrate the alignment of the Nebraska Standard to the individual endorsements offered at Chadron State College.

Section 2: Key Assessments and Findings

This section will describe the results for the mild/moderate special education and the early childhood unified endorsements for content; pedagogical and professional knowledge, skills, and dispositions as related to the Chadron State College conceptual framework; and effects on student learning. The section will also briefly discuss the comparison of the special education candidates to the overall candidates in elementary education.

Content Knowledge

Content knowledge performance is assessed with three measures: the grade point average (GPA) within the endorsement curriculum content, the Praxis II score, and the performance during the student teaching experience relative to content knowledge. Content Areas with Praxis Summary Table illustrates the scores for content knowledge. This spreadsheet displays the three assessments used for content: (a) endorsement content grade point average and the standard deviation, (b) Praxis II score average and standard deviation, and (c) the content knowledge question/rating from the Teacher Intern Checklist (TIC) score average and standard deviation from the teacher internship (student teaching) experience provided by the cooperating teacher, the college supervisor, and the candidate. “TIC Content ?” refers to the Teacher Intern Checklist rating which is the knowledge assessment for the student teaching experience. The cooperating teacher is the P-12 teacher who is working with the candidate within the school. The supervisor is the college faculty observing the candidate during the internship. “Self” refers to the candidate’s assessment of his or her performance. Grade point average in the mild/moderate special education and early childhood unified endorsement courses is checked prior to admission to the Professional Year. (See Initial Program Gateway Table, Table of Key Assessments Initial Programs, and CSC Assessment Plan for Initial Programs.)

As noted in Section 2: Table 1, the average GPA for endorsement content for mild/ moderate special education candidates at 3.57 (.39) is lower than for the early childhood unified endorsement candidates which is 3.74 (.25); values are on 4- point scale.

Section 2: Table 1 also displays the PRAXIS II average scores for candidates during the fall 2007 through spring 2011 period; averages are 167.39 (17.75) for mild/moderate special education candidates and 178.40 (12.78) for early childhood unified candidates. Both groups score above the qualifying score of 159 for the State of Nebraska. (http://www.ets.org/praxis/ne/requirements) An examination of individual Praxis II scores shows that 5 (21%) of 23 candidates score below the specified 159 score used to determine highly qualified status; therefore, 18 or 78% score above the cut score for highly qualified status. (Note: N may vary slightly due to candidates with dual endorsements; 12 of the 18 mild moderate candidates are dual-endorsed, and two of the five early childhood-unified are dual-endorsed.)

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Also illustrated in Section 2: Table 1, are the teacher intern (student teaching) content knowledge scores as rated by cooperating teachers, college supervisors, and candidates. For mild/moderate special education candidates, scores range from 3.50 to 3.88 with cooperating teachers rating candidates lower than do college supervisors or candidates. For early childhood unified candidates, scores range from 3.75 to 4.00 with cooperating teachers granting the lowest scores.

Mild/moderate special education candidates score slightly lower than the total elementary education candidate group in elementary endorsement content GPA, education courses GPA, and the “TIC Content ?” rating of content knowledge by cooperating teachers. However, mild/moderate candidates score slightly higher in endorsement content GPA and the “TIC Content ?” rating of content knowledge by college supervisors. The Praxis II score average is slightly lower for mild/moderate special education than for elementary education. Early childhood-unified candidates rate higher than either mild/moderate special education candidates or elementary education candidates in every rating category, including overall GPA. It should be noted that there are considerably more elementary education candidates than either mild/moderate or early childhood unified candidates.

Section 2: Table 1

Mild/Moderate Special Education, Early Childhood Unified Candidates,’ and all Candidates’ with Praxis II Content Knowledge Scores

Overall GPA @ Graduation

Elementary Endorsement Content/ Education Courses GPA*

Endorsement Content GPA

Praxis II Scores for Elem & SPED only

TIC Content ? Cooperating Teacher

TIC Content ? Supervisor

TIC Content ? Self

Mild/Moderate Special Education Total Spring 2008-Spring 2011 N = 18

Average 3.40 3.57 3.68 167.39 3.50 3.88 3.72

SD 0.36 0.39 0.31 17.75 0.71 0.31 0.43

Early Childhood Unified Education Total Spring 2008-Spring 2011 N = 5

Average 3.65 3.74 3.66 178.40 3.75 4.00 4.00

SD 0.27 0.25 0.42 12.78 0.50 0.00 0.00

Elementary Education Total Spring 2008- Spring 2011 N = 179; N = 189 with Fall 2007

Fall 2007 is not included in calculations as Fall 2007 is based on a 5-point scale.

Average 3.48 3.71 3.51 172.70 3.70 3.72 3.69

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SD 0.32 0.24 0.45 14.14 0.44 0.38 0.39

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).

Teacher Intern Checklist Question/Rating (TIC Content ?): The intern’s overall knowledge of his/her subject matter. Fall 2007 data are not included in the calculation as those scores were calculated on the previously used 5-point scale.

*Elementary endorsement GPA is calculated for elementary and other endorsement candidates who complete elementary block; Education courses GPA is calculated for candidates who are K-12 endorsed.

For complete data sets use the following links: Mild/Moderate Key Assessment Content Knowledge KSD –Mild Moderate Content Tab 1, Early Unified Key Assessment Content Knowledge KSD –Early Child Unified Tab 1, and Content Areas with Praxis Summary Table

Pedagogical and Professional Knowledge, Skills, and Dispositions

Developmental Key Assessments Results for the Total Candidate Group Pedagogical and professional knowledge, skills, and dispositions are measured as part of CSC’s Visionary Leader Conceptual Framework during EDUC 131 Introduction to Teaching, PSCY 231 Educational Psychology, and EDUC 300/320 Observation and Participation prior to the Professional Year. Key program assessments are embedded into each of these courses. The key assessments are built around a clinical experience at each level, and feature an internal and external evaluator model. Professional education courses include pedagogical knowledge; thus, education course GPA is a measure of pedagogical knowledge. This measure is described in the previous section. Candidates must pass professional education courses with a “C” or above as described in the Initial Programs Gateway Table. (See Initial Program Gateway Table, Table of Key Assessments Initial Programs, and CSC Assessment Plan for Initial Programs). Results for each key assessment follow.

Freshman Level—EDUC 131 Introduction to Teaching Cooperating P-12 teachers and EDUC 131 professors evaluated freshman level students/candidates on their clinical experiences. Students/candidates at this level are not divided by endorsement or program, as many have not declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the cooperating teachers’ ratings and the student/candidate’s performance on the Observation Report. (Assignment information and both assessment rubrics may be found in the EDUC 131 Rubric/Forms folder.)

Cooperating teachers rate CSC students/candidates much higher than EDUC 131 professors. Cooperating teachers’ ratings range from 3.73 (.51) for Communication to 3.86 (.39) for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but also evaluate the student/candidate’s report of the observation experience. The report describes other dimensions relating to course content and skills. Professors’ ratings range from 2.77 (.76) for Methodology/Technology to 3.00 (.86) for Human Relations/Diversity. Ratings generally are at the Progressing (2) level, except Human Relations/Diversity. Overall, cooperating teachers’ rating of

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students/candidates is 3.80 (.36); overall professors’ rating of students/candidates is 2.86 (.83). The ratings are higher and the variability is much lower for cooperating teachers’ ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates performance is more positive and more uniform in the schools than it is on the classroom observation report assignment. (See Section 2: Table 2 below.)

Section 2: Table 2

EDUC 131 Intro to Teaching Cooperating Teacher’s and Professors’ Summary Data

EDUC 131 Intro to Teaching Summary Data--Fall 2007- Summer 2011

Cooperating Teachers’ Evaluation Professors’ Evaluation from Observation Report

Coo

pera

tion

App

eara

nce

Att

itude

Com

mun

icat

ion

Att

enda

nce

Ale

rtne

ss

Ave

rage

SD

Lea

ders

hip

Ass

essm

ent

Com

mun

icat

ion

Hum

an

Met

hodo

logy

/

Prof

essi

onal

ism

Thi

nkin

g Sk

ills

Ave

rage

SD

Average Grand Total N = 752

3.81 3.76 3.84 3.733.86

3.82 3.80 2.88 2.702.94

3.00 2.77 2.92 2.82 2.86

SD 0.43 0.47 0.40 0.510.39

0.420.36

0.87 0.740.88

0.86 0.76 0.87 0.81 0.83

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level).

For complete data sets use the following links: EDUC 131 Professors Tables-Charts and EDUC 131 Cooperating Teachers Tables-Charts

Sophomore Level—PSYC 231 Educational Psychology Cooperating P-12 teachers and PSYC 231 professors evaluate sophomore level students/candidates on their clinical experiences. Students/candidates at this level are not divided by endorsement or program, as many have not declared a specialization. Cooperating teachers’ ratings are related to student/candidate’s demonstrated behaviors in professionalism and dispositions. Professors’ ratings are based on the cooperating teachers’ ratings and the student/candidate’s performance on the Observation Report. (Assignment information and both assessment rubrics may be found in the PSYC 231 Rubric/Forms folder.)

Cooperating teachers rate CSC students/candidates about the same as PSYC 231 professors. Cooperating teachers’ ratings range from 3.09 (.41) for Communication to 3.21(.30) for Attendance. All ratings fall into the Proficient (3) level. Professors consider these ratings, but also evaluate the student/candidate’s report of the observation experience. The report describes other dimensions relating to course content and skills. Professors’ ratings range from 3.09 (.96) for Leadership to 3.18

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(.98) for Thinking Skills. Ratings are at the Proficient (3) level. Average scores are very similar, but the variability is much lower for cooperating teachers’ ratings than it is for professors’ ratings. This difference may indicate CSC students/candidates’ performance is more uniform in the schools than it is on the classroom observation report assignment. (See Section 2: Table 3 below.)

Section 2: Table 3

PSYC 231 Educational Psychology Cooperating Teacher’s and Professors’ Summary Data

PSYC 231 Educational Psychology Summary Data--Fall 2007- Summer 2011

Cooperating Teachers’ Evaluation Professors’ Evaluation from Observation Report

Coo

pera

tion

App

eara

nce

Att

itude

Com

mun

icat

ion

Att

enda

nce

Ale

rtne

ss

Ave

rage

SD

Lea

ders

hip

Ass

essm

ent

Com

mun

icat

ion

Hum

an

Met

hodo

logy

/

Prof

essi

onal

ism

Thi

nkin

g Sk

ills

Ave

rage

SD

Average Grand Total N = 526 3.14 3.13 3.16 3.09

3.21 3.16 3.77 3.09 3.14

3.12 3.13 3.14 3.13 3.18 3.13

SD0.37 0.41 0.37 0.41

0.30 0.36

0.44 0.96 0.96

0.97 0.96 0.97 0.99 0.98 0.97

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

For complete data sets use the following links: PSYC 231 Cooperating Teachers Tables-Charts and PSYC 231 Professors Tables-Charts

Junior Level—EDUC 300/320 Observation and Participation Cooperating P-12 teachers evaluate junior level candidates on their clinical experiences. EDUC 300/320 Observation and Participation professors did not complete an evaluation, but they did grade the candidate and conducted an informal exit interview. (In the future the professor will complete the same evaluation rubric as the cooperating teacher.) Candidates at this level are divided by program for data purposes, and they are admitted into the Teacher Education program. Cooperating teachers’ ratings are related to candidate’s demonstrated behaviors in professionalism and dispositions. (Assignments and rubrics may be found in the EDUC 300/320 Rubric/Forms folder.)

Section 2: Table 4 describes the cooperating teachers’ ratings. Cooperating teachers’ ratings range from 3.62 (.62) for Communication and Thinking Skills to 3.85 (.35) for Human Relations Diversity. All ratings fall into the Proficient (3) level.

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Section 2: Table 4

EDUC 300/320 Observation & Participation Cooperating Teacher’s and Professors’ Summary Data

EDUC 300/320 Observation & ParticipationSummary Data by Conceptual Framework Dimensions Spring 2008 – Spring 2011

Lea

ders

hip

Ass

essm

ent

Com

mun

icat

ion

Hum

an

Met

hodo

logy

/

Prof

essi

onal

ism

Thi

nkin

g Sk

ills

Ave

rage

Stan

dard

Dev

iatio

n

Elementary Grand Average N = 194 3.76 3.75 3.64 3.87 3.67 3.84 3.62 3.76 3.76

Elementary Grand SD 0.44 0.45 0.52 0.33 0.49 0.39 0.51 0.44

Middle Grades Grand Average N = 3 3.94 3.83 3.50 4.00 3.83 3.75 3.50 3.78

Middle Grades SD 0.12 0.37 0.47 0.00 0.37 0.42 0.50 0.30

Secondary Grand Average N = 181 3.73 3.73 3.64 3.81 3.63 3.79 3.65 3.73

Secondary Grand SD 0.49 0.47 0.54 0.42 0.55 0.47 0.52 0.48

Grand Average Total N = 378 3.75 3.74 3.62 3.85 3.65 3.81 3.62 3.74

Grand SD 0.44 0.46 0.52 0.35 0.51 0.43 0.52 0.45

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

For complete data sets use the following links: EDUC 300/320 O and P CF Charts

Professional Year (Semester II) Key Assessment Results The teacher internship (student teaching experience) is the culminating performance assessment for the candidates for pedagogical and professional knowledge, skills, and dispositions. The full data sets compare all candidate completers from Chadron State College, which includes the elementary, middle grades and secondary candidates so that the reader can compare all completers. The specific information for candidates in the mathematics endorsement is also presented within this discussion of the pedagogical and professional knowledge, skills, and dispositions.

Candidates may have two different placement experiences. If the student has different grade levels, the experiences will reflect two different levels. If the candidate has two areas of study, the experiences are reflective of two different endorsement areas. Generally, the elementary and middle

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school candidates have two placements, for level and for endorsement area, respectively. Secondary candidates, unless they have two endorsements, generally have one placement experience.

First experience findings reflect the first 8-week experience of all elementary education candidates who have two, 8-week placements. Elementary placements are at a primary and an intermediate level. Elementary education candidates who have an additional endorsement would have a placement in that endorsed area as one of the 8-week placements. The only time an elementary education candidate would have a special methods supervisor rating is if they have an additional subject endorsement (K-8 vocal music, K-8 physical education, etc.). Secondary education candidates generally have one, 16-week placement. Therefore, secondary candidates’ ratings would be submitted at the end of their experience and be included in the second experience data set. If a secondary candidate has two placements for different grade levels or for multiple endorsements, then there would be an additional summative rating included in the first experience data.

The pedagogical knowledge, skill and professional dispositions are examined in light of the conceptual framework components of Leadership, Professionalism, Communication, Human Relations/Diversity, Communication, Thinking Skills, Assessment, and Methods/Technology. Elements within these components establish the rubric, Teacher Intern Checklist (TIC), for determining performance quality.

Findings for the Total Candidate Group during the Professional Year Semester II

First Experience First experience grand averages for conceptual framework (CF) pedagogical and professional knowledge (K) items as rated by cooperating teachers range from 3.61 for Thinking Skills to 3.81 for Professionalism. College supervisors’ knowledge ratings range from 3.50 for Thinking Skills to 3.66 for Professionalism. Special methods supervisors’ knowledge ratings range from 3.40 for Thinking Skills to 3.73 for Professionalism. Candidates’ self-evaluation rating for Methodology/Technology is lowest at 3.49; while the highest rating is 3.83 for Professionalism. Across the board, there is a general spread of scores from .43 to .60 (standard deviation).

First experience grand averages for CF skills (S) by cooperating teachers range from 3.58 for Communications to 3.80 for Professionalism. College supervisors’ skills ratings range from 3.44 for Assessment to 3.62 for Professionalism. Special methods supervisors’ ratings range from 3.28, Methodology to 3.57, Professionalism. Candidates’ self-evaluation ratings range from 3.46 for Assessment to 3.83 for Professionalism. Standard deviations range from .43 to .68 across all evaluator groups.

First experience grand averages for CF dispositions (D) by cooperating teachers range from 3.66, Assessment to 3.79, Human Relations/Diversity. College supervisors’ ratings range from 3.54,

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Thinking Skills to 3.69, Professionalism. Special methods supervisors’ disposition ratings range from 3.54 for Methodology/Technology to 3.73 for a tie between Professionalism and Human Relations/Diversity. Less deviation is seen in disposition ratings with a range in standard deviations from .42 to .56.

Grand averages for all combined CF pedagogical and professional knowledge (K) items are: 3.70 (cooperating teachers), 3.58 (college supervisors), 3.59 (special methods supervisors), and 3.65 (candidates’ self-evaluation. Standard deviations for combined knowledge elements are fairly similar (.50, .54, .53, .50, respectively). Grand averages for all combined CF skills (S) items are: 3.67 (cooperating teachers), 3.51 (college supervisors), 3.43 (special methods supervisors), and 3.60 (candidates’ self-evaluation). Standard deviations for combined skills items are more spread out (.52, .58, .65, .53, respectively). Grand averages for all combined CF dispositions (D) items are: 3.72 (cooperating teachers), 3.62 (college supervisors), 3.62 (special methods supervisors), and 3.67 (candidates’ self-evaluation). Standard deviations for combined dispositions items are virtually the same (.49, .52, .51, .50, respectively).

Overall, even though grand averages for pedagogical and professional knowledge, skills, and dispositions rate above 3.40, skills rate slightly lower than either pedagogical and professional knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations (.45, .50, .51, and .44). The lowest individual average rating is 3.34 for Thinking Skills (S) by special methods supervisors, and the highest individual rating average is 3.83 for Professionalism pedagogical and professional knowledge (K) by candidates’ self-evaluation.

For the first experience, scores from cooperating P-12 teachers (CT) tend to be higher on all conceptual framework items for pedagogical and professional knowledge, skills, and dispositions than those from college supervisors (CS), special methods supervisors (SMS), and candidates’ self-evaluation (C). This finding is consistent with Dr. Lorie Hunn’s 2009 study, “Field Experience Supervision: A Comparison of Cooperating Teachers and College Supervisors’ Evaluations of Student Teachers.” For complete breakdown of first experience Teacher Intern Checklist (TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills, and dispositions) and by program groups, see 1 st Experience TIC Assessment All Data spreadsheet.

Second Experience Second experience grand averages for conceptual framework (CF) pedagogical and professional knowledge (K) items as rated by cooperating teachers range from 3.75 for Thinking Skills and Assessment to 3.89 for Human Relations/Diversity. College supervisors’ knowledge ratings range from 3.76 for Thinking Skills to 3.86 for Professionalism. Special methods supervisors’ knowledge ratings range from 3.63 for Thinking Skills and Assessment to 3.80 for Leadership and Professionalism. Candidates’ self-evaluation rates Methodology/Technology and Technology lowest at 3.70; while their highest rating is 3.92 for Professionalism. Across the board there is a general spread of scores from .28 to .56 (standard deviation).

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Second experience grand averages for CF skills (S) by cooperating teachers range from 3.63 for Assessment to 3.81 for Professionalism. College supervisors’ skills ratings range from 3.69 for Communication to 3.80 for Professionalism and Human Relations/Diversity. Special methods supervisors’ ratings range from 3.33, Assessment to 3.79, Professionalism. Candidates’ self-evaluation ratings range from 3.64 for Assessment to 3.90 for Professionalism. Standard deviations range from .30 to .63 across all evaluator groups.

Second experience grand averages for CF dispositions (D) by cooperating teachers range from 3.70, Assessment to 3.83, Human Relations/Diversity. College supervisors’ ratings range from 3.78, Thinking Skills to 3.87, Professionalism. Special methods supervisors’ disposition ratings range from 3.63 for Assessment to 3.87 for Professionalism. Less deviation is seen in disposition ratings with a range in standard deviations from .35 to .49.

Grand averages for all combined CF pedagogical and professional knowledge (K) items are: 3.80 (cooperating teachers), 3.79 (college supervisors), 3.70 (special methods supervisors), and 3.81 (candidates’ self-evaluation). Standard deviations for combined knowledge elements are fairly similar (.43, .42, .47, .41, respectively). Grand averages for all combined CF skills (S) items are: 3.72 (cooperating teachers), 3.74 (college supervisors), 3.53 (special methods Supervisors), and 3.58 (candidates’ self-evaluation). Standard deviations for combined skills items are more spread out (.49, .46, .53, .44, respectively). Grand averages for all combined CF dispositions (D) items are: 3.78 (cooperating teachers), 3.83 (college supervisors), 3.76 (special methods supervisors), and 3.82 (candidates’ self-evaluation). Standard deviations for combined dispositions items are virtually the same (.44, .39, .43, .39, respectively).

Overall, even though grand averages for pedagogical and professional knowledge, skills, and dispositions rate above 3.53, skills rate slightly lower than either knowledge or dispositions by all rater groups. Rater groups (P-12 cooperating teachers, college supervisors, special methods supervisors, and candidates’ self-evaluation) exhibit very similar standard deviations (.40, .39, .41, and .35). The lowest individual average rating was 3.33 for Assessment skills (S) by special methods supervisors, and the highest individual rating average is 3.92 for Professionalism pedagogical and professional knowledge (K) and dispositions (D) by candidates’ self-evaluation.

Special methods supervisors tend to have the lowest average ratings with the largest standard deviation. Unlike the first experience data, cooperating teachers rate grand average skills items and dispositions slightly lower than did college supervisors; however, the standard deviation of the cooperating teachers is slightly higher than the college supervisors. Candidates’ self-evaluation for the second experience is slightly higher than the other rater groups. Overall, the ratings for the second experience tend to be higher than the first experience ratings, with smaller standard deviations. This seems to indicate that candidates improved from the first experience to the second, if they had two, 8-week experiences, and/or the ratings at the end of a 16-week experience were higher than those at the end of the first 8-week experience. The smaller standard deviation indicates more consistency of ratings between candidates and raters in the second experience. For complete

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breakdown of second experience Teacher Intern Checklist (TIC) data by conceptual framework dimension (pedagogical and professional knowledge, skills, and dispositions) and by program groups, see 2 nd Experience TIC Assessment All Data spreadsheet.

Mild/Moderate Special Education and Early Childhood Unified Knowledge, Skills, and Dispositions as rated on the Teacher Intern Checklist The candidates are rated by cooperating teacher(s) within the P-12 school, a college supervisor from the Education Department, and the candidate themselves. Section 2: Table 5 displays the results for mild/ moderate special education and early childhood unified candidates for the reporting period of fall 2007 through spring 2011; data are calculated on spring 2008 through spring 2011 data only, as the Teacher Intern Checklist moved from a 5-point scale to a 4-point scale. All candidate averages within both endorsement areas fall above the 3.00 rating of Proficient (3). These candidates are scoring between Proficient and Advanced for all rater groups on knowledge, skills, and dispositions. Individual components (dimensions) of the conceptual framework are above the 3.00 level. The links to the mild/moderate special education and early childhood unified summary tables for the conceptual framework show that the components (dimensions) with the higher ratings are: 1) Professionalism--knowledge, skills, and dispositions; and 2) Human Relations/Diversity--knowledge, skills, and dispositions. The lower scores by cooperating teachers and college supervisors are: 1) Methodology/Technology—knowledge and skills, 2) Assessment—knowledge and skills, 3) Communication—skills, and 4) Thinking Skills--knowledge. The candidates’ lowest ratings are within 1) Assessment—skills, and 2) Thinking Skills--skills. Early childhood unified ratings tend to be higher than mild/moderate special education ratings. For complete data sets use the following links: Mild/Moderate Key Assessment Content Knowledge KSD –Tabs 2-4 and Early Unified Key Assessment Content Knowledge KSD –Tabs 2-4

Section 2: Table 5

Mild/Moderate Special Education and Early Childhood Unified Candidates’ Scores for Knowledge, Skills, and Dispositions on the Conceptual Framework during Teacher Internship (Student Teaching)

Knowledge Skills Dispositions

Coo

pera

ting

P-12

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Self-

Eva

luat

ion

Coo

pera

ting

P-12

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Self-

Eva

luat

ion

Coo

pera

ting

P-12

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Self-

Eva

luat

ion

Mild/Moderate Grand Average N = 18 3.54 3.52 4.00 3.71 3.42 3.54 4.00 3.71 3.54 3.61 4.00 3.74

Mild Moderate Grand SD 0.58 0.58 0.46 0.65 0.56 0.46 0.56 0.49 0.41

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Early Childhood Unified Grand Average N = 5 3.50 3.50 3.75 3.50 3.50 3.46 3.67 3.63 3.88

Early Childhood Unified Grand SD 0.52 0.66 0.25 0.00 0.66 0.70 0.24 0.68 0.22

Scale (4=Advanced, 3= Proficient, 2=Progressing, 1/0=Unacceptable)

Section 2: Table 6 illustrates the total means and standard deviation for the sets of evaluators (cooperating teacher, college supervisor from the Education Department, and the candidate). Cooperating teachers rated candidates, on average, about the same as college supervisors. Candidates rated themselves higher than cooperating teachers or college supervisors. All sets of evaluators’ total scores fall within the Proficient (3) category. An examination of the data shows that there is only one special methods supervisor’s score; the one high score might not be indicative of all performance. For complete data sets use the following links: Mild/Moderate Key Assessment Content Knowledge KSD –Tabs 2-4 and Early Unified Key Assessment Content Knowledge KSD –Tabs 2-4

Section 2: Table 6

Overall Scores for Teacher Internship (Student Teaching) as rated by Cooperating Teacher, College Supervisor, Special Methods Supervisor, and Candidate

Endorsement, N Average/SD

Cooperating Teacher College Supervisor Special Methods Supervisor

Candidate Self -Evaluation

Mild/Moderate Grand Average N = 18

3.50 (.54) 3.56(.51) 4.00 (.00) 3.72 (.41)

Early Childhood Unified Grand Average N = 5

3.56 (.23) 3.54 (.66) 3.69 (.37)

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Effects on P-12 Student Learning

Student learning resulting from candidate performance is measured through a “teacher work sample.” This section describes the assignment and instrument for completing the teacher work sample as well as the results for both the elementary and secondary candidates.

Assignment and Evaluation Instruments

Teacher work sample data are gathered on several criteria, including Table of Contents; Instructional Setting/Context; Assessment Plan (pre-test/post-test, description of data, and display of data); Instructional Plans; Decision Making and Self-reflection/Evaluation; and Professional Presentation. Table of Contents and Professional Presentation are considered procedural elements

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and are indicators of overall quality. See Teacher Work Sample Assignment and Teacher Work Sample Grading Rubric.

The Instructional Setting/Context section is related to the candidate’s ability to research and present pertinent community, school, class, and individual contextual information. This informational section shows the candidate’s ability to discern important factors that may impact instruction. Contextual information assigned to prompt candidates to become sensitive to group or individual diversity factors.

The three elements of the Assessment Plan demonstrate the candidate’s ability to plan an instructional-assessment sequence, including congruent pre- and post-tests. The candidate demonstrates his or her skills in aggregating and disaggregating data. Candidates are evaluated based on their ability to show both whole class and individual progress in an effective manner. Additionally, candidates have the freedom to display other types of analysis, such as comparisons of multiple sections of courses or a breakdown of results by item or objective.

The Instructional Plans section is evaluated based on the completeness of lessons plans, including the candidate’s ability to modify lesson plans based on the pre-test data. Candidates demonstrate the use of formative assessments as part of instruction.

The final section, Decision Making and Self-reflection/Evaluation, is evaluated based on the degree to which candidates understand the process of making decisions based on the use of data. Candidates also demonstrate their ability to analyze and reflect upon their own instructional and assessment practices. The overall goals of the teacher work sample are to guide candidates through the data-driven instructional process, and ultimately, to evaluate the candidate’s impact on P-12 student learning.

Results for Elementary Education

Elementary education results indicate scores ranging from 2.98 (1.05) for Instructional Plans to 3.74 (.44) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). These results are surprising as candidates have the most experience and practice in developing lesson/instructional plans. The Instructional Plan standard deviation of 1.05 indicates a relatively wide variation of scores on this criterion. The scores in the assessment plan area are higher than might be expected, as this is an area that is relatively new to candidates and an area that candidates have had less hands-on experience. Candidates demonstrate a moderately high ability to make decisions and reflect on the data-driven instructional experience with a score of 3.34 (.69). Overall, elementary education candidates perform at a Proficient (3) level on the Teacher Work Sample from fall 2007-spring 2011. Some mild/moderate K-12 candidates are included in the elementary education data set as they are

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enrolled in secondary block; all early child unified candidates are included in elementary education data. See full data set for Teacher Work Sample Elementary Summary.

Section 2: Table 7

Elementary Candidates Teacher Work Sample--Fall 2007 through Spring 2011

Tab

le o

f C

onte

nts

Inst

ruct

iona

l

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g,

Self-

Ref

lect

ion/

E

valu

atio

n

Prof

essi

onal

Average/ SD

Elementary TWS Fall 2007 - Spring 2011 Totals

Grand Average Total N = 184; missing n = 5

3.61 3.74 3.30 3.12 3.37 2.98 3.34 3.10 3.32

Grand SD 0.62 0.44 0.73 0.79 0.83 1.05 0.69 0.76 0.53

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Results for Secondary Education

Secondary education results indicate scores ranging from 3.09 (1.02) for Instructional Plans to 3.54 (.76) for Instructional Setting/Context (scores on a 4-point scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level). Secondary education results are more uniform, but Instructional Plan is still lower than might be expected. The Instructional Plan standard deviation indicates a relatively wide variation of scores on this criterion. The scores in the assessment plan area were fairly consistent and higher than might be expected, as this is an area that is relatively new to candidates and an area that candidates have had less hands-on experience. Candidates demonstrate a moderately high ability to make decisions and reflect on the data-driven instructional experience with a score of 3.25 (.86). Overall, secondary education candidates perform at a Proficient (3) level on the Teacher Work Sample from fall 2007-spring 2011. Some mild/moderate K-12 candidates are included in the secondary education data set as they are enrolled in secondary block. See full data set for Teacher Work Sample Secondary Summary.

Secondary Candidates Teacher Work Sample--Fall 2007 through Spring 2011

Tab

le o

f C

onte

nts

Inst

ruct

iona

l

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g,

Self-

Ref

lect

ion/

E

valu

atio

n

Prof

essi

onal

Average/ SD

Secondary TWS Fall 2007 - Spring 2011 Totals

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Grand Average Total N = 170; missing n = 8 3.65 3.54 3.28 3.15 3.19 3.09 3.25 3.05 3.27

Grand SD 0.81 0.76 0.76 0.85 0.99 1.02 0.86 0.87 0.67

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Results for All Candidates

Results for elementary and secondary education Teacher Work Sample are consistent for both elementary and secondary programs (Middle grade endorsement candidates are included in the Block group of their choice.). Scores fall within the Proficient (3) level, except for Instructional Plans for elementary education with an average of 2.98 (1.05). A relatively high standard deviation is noted in several areas for both programs.

Section 2: Table 9

All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011

Tab

le o

f

Inst

ruct

iona

l Se

ttin

g/C

onte

xt

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g, S

elf-

Ref

lect

ion/

Prof

essi

onal

Average/ SD

Elementary & Secondary TWS Fall 2007 - Spring 2011 Totals

Grand Average Total N = 354; missing n = 13 3.47 3.56 3.35 3.14 3.23 3.02 3.23 3.08 3.26

Grand SD 0.82 0.77 0.80 0.96 1.14 1.05 0.86 0.93 0.74

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Follow-up Studies

Follow-up studies are conducted annually. Graduates who have completed a full year of teaching and their employers are surveyed. The return on the mailed surveys has been low; however, the data does provide some information for the unit. As shown on Section 2: Table 10 Conceptual Framework Summary as Measured by Follow-up Survey, the areas of strength as identified by the graduating candidates are knowledge, skill and dispositions for Leadership and Communication. The areas identified by the graduating candidates as weaker are knowledge, skill and dispositions for Assessment and Methodology/Technology. The employers in general rate the graduating candidates lower than the candidates rate themselves. The employers’ areas of strength are dispositions in most categories and Assessment knowledge. The weaker areas as identified by the employers are Thinking Skills knowledge, Human Relations/Diversity skill, and Assessment skill. For complete data set for initial program follow up study see Initial Program Follow-up Survey Summary and Initial Program Follow-up Survey form.

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Section 2: Table 10

Conceptual Framework Summary as Measured by Follow-up Survey

Kno

wle

dge

Self

Kno

wle

dge

Em

ploy

er

Skill

s Sel

f

Skill

s Em

ploy

er

Dis

posi

tion

Self

Dis

posi

tion

Em

ploy

er

Sel

f Sur

vey

Self

Surv

ey S

D

Em

ploy

er

Em

ploy

er

Grand Average Assessment Spring 2008-Spring 2010 N =240 ; returned graduate = 29; employer = 12 3.55 3.55 3.34 3.27 3.31 3.18 3.40 0.18 3.33 0.20

Grand SD Assessment Spring 2008 – Fall 2010 0.62 0.50 0.71 0.62 0.65 0.72 0.59 0.26 0.53 0.28

Grand Average Methodology/ Technology Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.25 4.00 3.38 4.00 4.00 3.31 0.06 4.00 0.00

Grand SD Methodology/ Technology Spring 2008 – Fall 2010 0.35 0.53 0.44 0.09

Grand Average Professionalism Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.25 4.00 3.38 4.00 4.00 3.31 0.06 4.00 0.00

Grand SD Professionalism Spring 2008 – Fall 2010 0.35 0.53 0.44 0.09

Grand Average Leadership Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 3.75 4.00 3.50 4.00 3.88 4.00 3.71 0.22 4.00 0.00

Grand SD Leadership Spring 2008 – Fall 2010 0.35 0.71 0.18 0.41 0.31

Grand Average Human Relations/Diversity Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 4.00 4.00 4.00 4.00 0.00 4.00 0.00

Grand SD Human Relations/Diversity Spring 2008 – Fall 2010 0.00 0.00 0.00

Grand Average Communication Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 3.75 4.00 4.00 3.75 0.00 4.00 0.00

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Grand SD Communication Spring 2008 – Fall 2010 0.35 0.35 0.00

Grand Average Thinking Skills Spring 2008 – Fall 2010 N = 240; returned candidate = 4; employer = 1 4.00 4.00 3.88 4.00 3.88 0.00 4.00 0.00

Grand SD Thinking Skills Spring 2008 – Fall 2010 0.18 0.18 0.00

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Candidate Proficiency

Data resulting from the Teacher Intern Checklist (TIC) demonstrate the candidates’ performance during student teaching (Section 2: Table 11). Content knowledge is rated by the candidates’ cooperating P-12 teachers, college supervisors, and the candidates during student teaching. Specific group ratings are reported in the previous Content Knowledge section. Overall, content knowledge during student teaching rates at the Proficient (3) level. First experience ratings reported are: cooperating P-12 teachers 3.67 (.55), college supervisors 3.64 (.50), special methods supervisors 3.68 (.57), and candidates 3.57 (.52). Second experience ratings reported are: cooperating P-12 teachers 3.72 (.49), college supervisors 3.78 (.41), special methods supervisors 3.76 (.44), and candidates 3.74 (.45).

Section 2: Table 11

Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist

Content Area/Subject Matter Knowledge as Measured by Teacher Intern Checklist

Education Groups

1st Experience 2nd Experience

Coo

pera

ting

P-12

T

each

er

Col

lege

E

duca

tion

Supe

rvis

or

Col

lege

Spe

cial

M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Coo

pera

ting

P-12

T

each

er

Col

lege

E

duca

tion

Col

lege

Spe

cial

M

etho

ds

Supe

rvis

or

Self-

Eva

luat

ion

Grand Elementary & Secondary Content Area/Subject Matter Knowledge as measured by Teacher Intern Checklist Spring 2008-Spring 2011

Grand Average N = 336 3.67 3.64 3.68 3.57 3.72 3.78 3.76 3.74

Grand SD 0.55 0.50 0.57 0.52 0.49 0.41 0.44 0.45

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Complete elementary and secondary program comparisons, including elementary sites and secondary traditional and post-baccalaureate candidates may be viewed in the TIC Content Area Knowledge spreadsheet.

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Cooperating teachers, college supervisors, and candidates rate candidate performance during student teaching on each of the knowledge, skill, and dispositions reflected in the conceptual framework. Specific results are described in the Pedagogical and Professional Knowledge, Skills, and Dispositions section; summary results are reported in Section 2: Table 12. Overall, pedagogical and professional knowledge, skills, and dispositions during student teaching rate at the Proficient (3) level. Pedagogical and professional knowledge ratings range from 3.76 (.50) from cooperating teachers to 3.65 (.35) from special methods supervisors. Skills rated from 3.71 (.55) from cooperating teachers to 3.57 (.41) special methods supervisors. Dispositions rated from 3.75 (.51) from cooperating teachers to 3.70 (.33) special methods supervisors. Overall, the averages are nearly the same and are very consistent.

Section 2: Table 12

Pedagogical and Professional Knowledge, Skills, and Dispositions as Measured by Teacher Intern Checklist

Summary -- 1st Experience & 2nd Experience

Knowledge Skills Dispositions

Total Conceptual Framework Dimensions

Coo

pera

ting

P-12

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Self-

Eva

luat

ion

Coo

pera

ting

P-12

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Self-

Eva

luat

ion

Coo

pera

ting

P-12

Col

lege

Sup

ervi

sor

Spec

ial M

etho

ds

Self-

Eva

luat

ion

Grand KSD Average All Groups Spring 2008 - Spring 2011 N = 336 3.76 3.70 3.65 3.69 3.71 3.62 3.57 3.65 3.75 3.72 3.70 3.71

Grand KSD SD Spring 2008 - Spring 2011 N = 336 0.50 0.49 0.35 0.51 0.55 0.54 0.41 0.53 0.51 0.47 0.33 0.50

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Complete elementary and secondary program comparisons, including elementary sites and secondary traditional and post-baccalaureate candidates may be viewed in the 1 st and 2 nd TIC Program Summaries spreadsheets.

Candidates’ ability to measure student growth and their effects on student learning are reported in the Effects on P-12 Student Learning section and summarized below in Section 2: Table 9. Results for all candidates fall within the Proficient (3) level. A relatively high standard deviation is noted.

Section 2: Table 9

All Candidates - Teacher Work Sample--Fall 2007 through Spring 2011

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Tab

le o

f

Inst

ruct

iona

l Se

ttin

g/C

onte

xt

Pre-

/Pos

t-te

sts

Des

crip

tion

of

Dis

play

Inst

ruct

iona

l Pl

ans

Dec

isio

n M

akin

g, S

elf-

Ref

lect

ion/

Prof

essi

onal

Average/ SD

Elementary & Secondary TWS Fall 2007 - Spring 2011 Totals

Grand Average Total N = 354; missing n = 13 3.47 3.56 3.35 3.14 3.23 3.02 3.23 3.08 3.26

Grand SD 0.82 0.77 0.80 0.96 1.14 1.05 0.86 0.93 0.74

Scale: 4—Advanced (A-level), 3—Proficient (B-level), 2—Progressing (C-level), 1/0 Unacceptable (D/F level)

Additional Assessments

In the fall of 2011 and spring of 2012 a separate assessment of candidate dispositions was piloted in EDUC 131. This assessment has been added due to a few candidates displaying professional dispositions below desired proficiency levels. The unit faculty determined that candidates need continual and more direct awareness of their professional dispositions. This instrument is designed to be given at several levels of development and is designed to encourage self-reflection. This assessment will be expanded to other key assessment levels (PSYC 231 Educational Psychology, EDUC 300/320 Observation and Participation, and the Professional Year). No data is included as no fall 2007- spring 2011completers are included in this data.

(See Disposition Survey-Evaluator and Disposition Survey-Self forms.)

Section 3 – Program Improvement

Faculty members within special education have made changes to the curriculum and course content due to the content assessments. The Education Unit faculty which includes a representative of each endorsement area have made changes in (a) the pedagogical and professional knowledge skills and dispositions based on assessment data, state and national standards, and on evidence of best practices as well as (b) the effects on P-12 student learning assessment.

Content Knowledge

The data show that special education candidates particularly within the mild/moderate disability endorsement need to improve the skill level for preparing diverse learners of all abilities levels, thus the faculty have included within existing courses additional opportunities for students to work with real children, families, and schools so as to gain practical, realistic experiences with diverse learners of all ability levels. The early childhood unified candidates are involved with courses primarily taught within an on-campus laboratory (Child Development Center); therefore, these candidates have a greater opportunity to work with children and apply content knowledge. This is a possible explanation for the difference in the early childhood unified average scores and the mild moderate disabilities average scores. The Child Development Center, likewise, allows candidates to

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work with the Center children’s families. The faculty has also added more application and skill-based activities in the field experiences for the candidates.

Pedagogical and Professional Knowledge, Skills, and Dispositions

Changes made to the professional education program due to the data results over the past five years include enhancing the assessment portion of the upper level courses associated with standards and assessment of student learning. Faculty members have aligned course content and learning outcomes to the State of Nebraska standard performance measures.

In general, faculty has increased field experiences to provide candidates with more direct experience in working with children/students. Faculty members have increased field experience exposure to diverse populations to better help candidates learn to work successfully with the ever-changing demographics of P-12 students. A specific example is an increased emphasis on understanding and meeting the needs of English limited language learners. The unit has developed and is implementing an updated technology plan to enhance candidate skill development utilizing technology to enhance student learning.

Effects on Student Learning

Faculty members have analyzed results each year; continuous efforts are being made to improve both instruction relating instructional planning, assessment techniques, and use of data to improve instruction. Additionally, the way the teacher work sample is assigned to candidates was examined. The assignment is given in a Professional Development Workshop (PDW). It was determined that regional sites need to have the instruction given in-person by the same individual(s) rather than through videotape or communicated by written assignment. Viewing a videotape of the presentation is still the back-up method for those who might be absent or for candidates in the Post-Baccalaureate program. Post-Baccalaureate candidates may not have convenient access to the PDW. Additionally, the assignment procedures and deadlines were adjusted for spring 2012. Results were mixed; candidates felt the deadline was too soon in the semester. Results and procedures will be continually monitored.

The faculty is making a stronger effort to help candidates understand the value of the teacher work sample assignment. The vital relationship between pre-assessment of student knowledge and skills, instructional planning, and subsequently, post-assessment of student learning cannot be over-emphasized. The upper division professional courses for methods will be including more concepts related to standards, assessment of learning, and improvement of instruction.

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ENG 135 Comp 1 3 ENG 136 COMP 11 3MATH 137 Math Topics 3 HIST 232 History Since 1877 3HIST 231 History to 1877 3 SPED 230 Intro to Exceptional Learner 3HPER 233 Health & Wellness or EDUC 224 Multimedia Support 2FCS 337 Nutrition 3 GS Biology (value added) 3CA 125 Communication Arts 3 PSYC 231 Educational Psychology 3EDUC 131 Intro to Teaching 3 GS HPER (activity class) 1

18 18 0

GS Art 3 GS Global/Social 3PS 231 American Gov’t or PHYS 330 Physical Science 3PS 341 Comparative Politics 3 PSYC 334 Developmental Psychology 3HUM 231 The Humanistic Tradition 3 EDUC 231 Play, Art, Music 3FCS 139 Child Growth & Develop 3 SPED 332 Language & Learning 3GS HPER (activity class) 1 EDUC 233 Literature & Arts 3FCS 237 Guidance Tech 3EDUC 320 Elem O & P 2

18 18 0

FCS 238 Prenatal, Infant Development 3 EDUC 423E EL/MS CURR & COUN 1EDUC 232 Science, Math, Social Studies 3 EDUC 414E Classroom Mgmt 1EDUC 321 Teach EL/MS Math 2 EDUC 415E Human Rel/Multicult. 1SPED 232 Interp Communication or EDUC 416E EL/MS Test & Meas. 1FCS 239 Partners/Early childhood Educ 3 EDUC 417E Teach Read Diag. 1SPED 334 Diff Instruction 2 EDUC 422 Teach EL/MS Science 2SPED 316E Microteaching 1 EDUC 423E Teach Prim Read 2FCS 321A Curriculum Development 2 EDUC 424 Teach Inter Read 2

SPED 412E Sped. Prac & Strat. 1SPED 416 Clinical Experience 1FCS 448 EC Practicum 4

16 17 0

EDUC 480 Student Teaching 16 FCS 423 Program Mgmt 3SPED 438 Cons/Coll. 3PHIL 432 Ethics 3GS Global/Social 3SPED 337 Program Mgmt. 3

16 15 0

136

Fall Semester Spring Semester Summer Semester

Advising TemplateBachelor of Arts in Education-Early Childhood Unified

2011-2013Code: GS=General Studies, ME=Minor Elective

Year 1

Total Hours Total Hours Total HoursYear 2

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total HoursYear 3

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total Hours

Degree Program Total

Total Hours Total Hours Total HoursYear 4

Fall Semester Spring Semester Summer Semester

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ENG 135 Comp I 3 ENG 136 Comp II 3MATH 137 Math Topics 3 HIST 232 History Since 1877 3HIST 231 History to 1877 3 SPED 230 Intro to Excep Learner 3HPER 233 Health & Wellness EDUC 224 Multimedia Support 2

OR GS Biology (value added) 3FCS 337 Nutrition 3 PSYC 231 Educational Psyc 3CA 125 Communication Arts 3EDUC 131 Intro to Teaching 3

18 17 0

PS 231 Amer. National Gov't GS Global/Social 3OR PHYS 330 Physical Science 3

PS 341 Comparative Politics 3 SPED 332 Lang & Learning 3GS HPER (activity class) 1 SPED 337 Program Mgmt 3HUM 231 The Humanistic Trad 3 SPED 316E Microteach EL 1SPED 232 Interp. Comm 3 SPED 335 M/M Methods 4SPED 334 Diff Instruction 2PSYC 334 Develop Psyc

ORPSYC 336 Adolescent Psychology 3

15 17 0

Block Option #1-ElementarySPED 435 Assessment 3 EDUC 413E El/MS Curr & Couns 1SPED 316S Microteach Sec 1 EDUC 414E Classroom Mgmt 1SPED 416 Clinical Experience 1 EDUC 415E Human Rel/Multicult. 1CTE 431 Intro to Spec Needs Pro 3 EDUC 416E El/MS Test & Meas 1PSYC 433 Abnormal Psyc 3 EDUC 417E Teach Read Diag. 1EDUC 300/320 O & P 3 EDUC 422 Teach El/MS Sci 2

EDUC 423 Teach Prim Read 2EDUC 424 Teach Inter Read 2SPED 412E SPED Prac & Strat 1SPED 438 Cons/Coll 3

14 15 0

PHIL 432 Ethics 3 EDUC 480 Student Teaching 16HPER 422 Adapted PE 3GS HPER (activity class) 1GS Global/Social 3GS Art 3READ 431 Imp Read/Writing Instr 3

16 16 0

128

Advising TemplateSPED K-12 -Elementary Academy

Year 1

2011-2013

Year 2Fall Semester Spring Semester

Code: GS=General Studies, ME=Minor Elective

Summer Semester

Total Hours Total Hours Total Hours

Summer Semester

Fall Semester Spring Semester

Total Hours Total Hours Total Hours

Degree Program Total

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total HoursYear 4-Professional Year

Total Hours Total Hours Total HoursYear 3

Fall Semester Spring Semester Summer Semester

P a g e | 34

ENG 135 Comp I 3 ENG 136 Comp II 3MATH 137 Math Topics 3 HIST 232 History Since 1877 3HIST 231 History to 1877 3 SPED 230 Intro to Excep Learner 3HPER 233 Health & Wellness EDUC 224 Multimedia Support 2

OR GS Biology (value added) 3FCS 337 Nutrition 3 PSYC 231 Educational Psyc 3CA 125 Communication Arts 3EDUC 131 Intro to Teaching 3

18 17 0

PS 231 Amer. National Gov't GS Global/Social 3OR PHYS 330 Physical Science 3

PS 341 Comparative Politics 3 SPED 332 Lang & Learning 3GS HPER (activity class) 1 SPED 337 Program Mgmt 3HUM 231 The Humanistic Trad 3 SPED 316E Microteach EL 1SPED 232 Interp. Comm 3 SPED 335 M/M Methods 4SPED 334 Diff Instruction 2PSYC 334 Develop Psyc

ORPSYC 336 Adolescent Psyc 3

15 17 0

SPED 435 Assessment 3 PHIL 432 Ethics 3SPED 316E Microteach Sec 1 HPER 422 Adapted PE 3SPED 416 Clinical Experience 1 GS HPER (activity class) 1CTE 431 Intro to Spec Needs Pro 3 GS Global/Social 3PSYC 433 Abnormal Psychology 3 GS Art 3EDUC 300/320 O & P 3 READ 431 Imp.Read/Writing Instr 3

14 16 0

BLOCK OPTION #1 - EL EDUC 480 Student Teaching 16EDUC 413E El/MS Curr & Couns 1EDUC 414E Classroom Mgmt 1EDUC 415E Human Rel/Multicult. 1EDUC 416E El/MS Test & Meas 1EDUC 417E Teach Read Diag. 1EDUC 422 Teach El/MS Sci 2EDUC 423 Teach Prim Read 2EDUC 424 Teach Inter Read 2SPED 412E SPED Prac & Strat 1SPED 438 Cons/Coll 3

15 16 0

128

Total Hours Total Hours Total Hours

Degree Program Total

Total Hours Total Hours Total HoursYear 4-Professional Year

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total HoursYear 3-Junior

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total HoursYear 2-Sophomore

Fall Semester Spring Semester Summer Semester

Fall Semester Spring Semester Summer Semester

Advising TemplateSPED K-12 -Elementary Regional

2011-2013Code: GS=General Studies, ME=Minor Elective

Year 1-Freshman

P a g e | 35

ENG 135 Comp I 3 ENG 136 Comp II 3MATH 137 Math Topics 3 HIST 232 History Since 1877 3HIST 231 History to 1877 3 SPED 230 Intro to Excep Learner 3HPER 233 Health & Wellness EDUC 224 Multimedia Support 2

OR GS Biology (value added) 3FCS 337 Nutrition 3 PSYC 231 Educational Psyc 3CA 125 Communication Arts 3EDUC 131 Intro to Teaching 3

18 17 0

PS 231 Amer. National Gov't GS Global/Social 3OR PHYS 330 Physical Science 3

PS 341 Comparative Politics 3 SPED 332 Lang & Learning 3GS HPER (activity class) 1 SPED 337 Program Mgmt 3HUM 231 The Humanistic Trad 3 PSYC 334 Developmental PsycSPED 232 Interp. Comm 3 ORSPED 334 Diff Instruction 2 PSYC 336 Adolescent Psyc 3PSYC 433 Abnormal Psyc 3 SPED 316E Microteach EL 1

15 16 0

GS ARTS 3 Block Option #1-ElementarySPED 435 Assessment 3 GS HPER (activity class) 1SPED 316S Microteach Sec 1 GS Global/Social 3SPED 416 Clinical Experience 1 EDUC 300/320O & P 3CTE 431 Intro to Spec Needs Pro 3 SPED 335 M/M Methods 4HPER 422 Adapted PE 3 SPED 438 Cons/Coll 3EDUC 433 The Middle School 3 READ 431 Imp/Read/ Writing Instr 3

17 17 0

PHIL 432 Ethics 3 EDUC 480 Student Teaching 16BLOCK OPTION #2-SEC

EDUC 411S Read/Write-Content Area 1EDUC 411S Curriculum & Standards 1EDUC 414S Classroom Mngmt 1EDUC 415S Human Relations 1EDUC 418S Assessment 1SPED 412S SPED Practicum & Strat 1

9 16 0

125

Fall Semester Spring Semester Summer Semester

Advising TemplateSPED K-12 -Secondary

2011-2013Code: GS=General Studies, ME=Minor Elective

Year 1

Total Hours Total Hours Total HoursYear 2

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total HoursYear 3

Fall Semester Spring Semester Summer Semester

Total Hours Total Hours Total Hours

Degree Program Total

Total Hours Total Hours Total HoursYear 4-Professional Year

Fall Semester Spring Semester Summer Semester

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Revised Program Table of Alignment of Standards and Assessments

Name of Institution: CSCDate Submitted: Resubmitted 2/23/11

Endorsement: Special Education Mild/Moderate Grade Levels: K-12, K-6, K-9, 7-12Total Hours Required by Rule 24: 40 Program Hours Required by Institution:       Endorsement Type: Field

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

006.62D Certification Endorsement Requirements:

This endorsement shall require a minimum of 40 semester hours, including a minimum of 22 semester hours in special education courses and the remaining coursework addressing content areas that include methods and materials of teaching, supervised practicum or internship experiences (not including student teaching) designed to provide the competencies required of a special education professional educator which includes at a minimum, assessment skills, instructional and behavioral intervention skills in the listed disability areas, consultation and collaboration skills, and inclusive education practices.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

PROFESSIONAL EDUCATION:EDUC 131 (3)-Intro to TeachingEDUC 224 (2)-Multimedia Support of Instruction/LearningEDUC 320 (2)- EL/MS Obs. & ParticipationPSYC 321 (3)-Educational PsychologySPED 230 (3) - Introduction to the Exceptional LearnerSPED 334 (2) - Differentiated Instruction

MILD/MODERATE DISABILITIES ENDORCEMENT COURSES (K-12):CTE 431 – Intro. to Special Needs Prog. in CTEHPER 422 – Intro to Adapted PEPSYC 334 – Developmental PsychologyPSYC 336 – Adolescent PsychologySPED 232 (3) - Interpersonal CommunicationSPED 316e – Microteach Elem/Middle SchoolSPED 316s - Microteach Secondary SchoolSPED 332 (3) – Language and Learning DisordersSPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate DisabilitiesSPED 337 (3) – Program ManagementSPED 412 (1) – Special Education Practices and StrategiesSPED 416 (1) – Clinical Experience in Appraisal of Exceptional ChildrenSPED 435 (3) – Assessing Individuals with Mild/Moderate NeedsSPED 438 (3) – Consultation/Collaboration

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

GPA, EECIA, Student Internship Evaluation

Lesson Planning, Field Eval. Teacher Internship Checklist, Student Internship Follow-up Data,

Lesson Planning, Field Eval. Teacher Internship Checklist, Student Internship Follow-up Data,

Student Internship Checklist and Follow-up Data

Clinical Experiences, Microteaching, Teacher Work Sample

Standard/Description

A. Demonstrate an understanding of the philosophical, historical, and legal foundations of education for learners with mild or moderate disabilities, and be able to apply the related concepts, principles, and processes, including being able to:

Candidate Proficiencies

Rule24 March2007 Version

P a g e | 37

1. Identify historical and current models, theories, and philosophies that provide the basis for special education practice including its relationship with regular education;

2. Demonstrate an understanding of current definitions, identification procedures and related issues, including how these issues relate to students from culturally and/or linguistically diverse backgrounds;

3. Identify the assurances and due process rights related to assessment, eligibility, and placement including the rights and responsibilities of parents, students, teachers and other professionals, and schools as they relate to individual learning needs;

4. Articulate a personal philosophy of special education;5. Demonstrate the ability to conduct instructional and other professional activities consistent with the requirements of law, rules

and regulations, and local district policies and procedures; and6. Describe the continuum of placement and support services.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

A1

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

A2

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

P a g e | 38

A3

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

A4

SPED 412 E&S (5) – Special Education Practices and Strategies: Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

A5

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

P a g e | 39

A6

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Standard/Description

B. Demonstrate an understanding of the characteristics of learners with mild and learners with moderate disabilities, and be able to apply the related concepts, principles, and processes, including being able to:1. Differentiate among characteristics and needs including similarities, levels of severity, and multiple exceptionalities;2. Demonstrate the ability to identify characteristics and effects of cultural and environmental milieu of the child and the family

including cultural and linguistic diversity, socioeconomic level, abuse, neglect, and substance abuse;3. Describe the educational implications of characteristics of various disabilities;4. Demonstrate an understanding of the etiology of common disabilities and syndromes, including medical, health, social and

emotional aspects;5. Demonstrate an understanding of methods for the prevention of disabilities; and;6. Describe the implications of disabilities on psychosocial, educational, vocational and leisure outcomes for individuals, families,

and society;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

B1

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

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B2

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

B3

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

B4

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

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SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

B5

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

B6

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Standard/Description

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C. Demonstrate an understanding of assessment, diagnosis, and evaluation of learners with mild and learners with moderate disabilities, and be able to apply the concepts, principles, and processes, including being able to:1. Demonstrate knowledge of basic terminology, legal provisions, regulations, and program standards regarding assessment of

individuals and be able to articulate ethical concerns related to assessment;2. Describe guidelines for student participation in group district-wide standardized achievement assessments, including the use

of necessary accommodations and/or alternative assessments;3. Identify typical procedures used for screening, pre-referral, referral, and classification;4. Demonstrate knowledge of legal provisions, regulations, and program standards regarding unbiased assessment and use of

instructional assessment measures;5. Demonstrate knowledge of specialized terminology used in the assessment of students;6. Identify conditions and assessment instruments that ensure maximum performance for students;7. Use appropriate assessment instruments for the identification of students;8. Identify appropriate use, applications, interpretations, and limitations of various types of assessment instruments;9. Use collaborative strategies in collecting background, assessment, and performance information from parents and a variety of

other sources;10. Design, implement, and evaluate individualized assessment;11. Adapt and modify, as appropriate, existing assessment tools and methods to accommodate the unique abilities and needs of

students;12. Develop and use individualized technology plans based on specific assistive technology assessment;13. Assess using valid and reliable method(s) of response of individuals who lack typical communications and performance

abilities;14. Demonstrate the ability to use appropriate communication skills when using, interpreting, and reporting the results of informal

and formal assessment;15. Describe various methods of collecting data used in documenting progress;16. Create and maintain educational records, including alternate assessments;17. Demonstrate knowledge of the terminology and procedures used in adaptive behavior and life skills assessments; and18. Use results of performance-based measures and specialized evaluations to make instructional decisions for students.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

C1

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

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SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

C2SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

C3

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

C4SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Examinations, Case Study, GPA, Field Evaluations, x x x x

Rule24 March2007 Version

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Mild/Moderate Disabilities Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C5SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

C6

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Need Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C7SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

C8

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C9SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

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SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C10

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C11SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C12

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, GPA, Field Evaluations, x x x xRule24 March2007 Version

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Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C13SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 416 (1) – Clinical Experience in Appraisal of Exceptional Children

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x x

C14

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C15SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C16SPED 337 (3) – Program Management Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C17

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

C18SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Standard/Description

D. Demonstrate an understanding of instructional content and practice for learners with mild and learners with moderate disabilities, and be able to apply the related concepts, principles and processes, including being able to:1. Recognize learning styles and how to adapt methods and materials for teaching in multiple environments;2. Explore curricula for the development of motor, cognitive, academic, social, language, affective, career/vocational, and

functional life skills;3. Develop comprehensive, legally compliant, individualized educational programs;4. Design programs that involve the individual and family in setting, sequencing, implementing, and evaluating instructional goals;5. Identify and use sources of specialized materials, equipment, and assistive devices;6. Utilize approaches for creating positive learning environments;7. Describe cultural perspectives influencing the relationships among families, schools, and communities as related to effective

instruction;8. Develop and select instructional content materials, resources, and strategies that respond to cultural, linguistic, and gender

differences based on assessment data;9. Teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment;10. Teach students cognitive strategies for facilitating maintenance and generalization of skills across environments;11. Design age appropriate instruction based on the student’s adaptive skills;12. Implement instructional techniques to promote successful maintenance and generalization of skills and to make successful

transitions;13. Use verbal and non-verbal techniques to establish and maintain student support;14. Utilize research-supported instructional strategies and practices;15. Utilize research-supported instructional practices, strategies, and adaptations necessary to accommodate the physical and

communication needs of individuals with disabilities;16. Interpret sensory, mobility, reflex, perceptual, medical, and health information to create appropriate learning plans;17. Select and use assistive technologies to accomplish instructional objectives and integrate them into the instructional process;18. Select, adapt, and use instructional strategies and materials according to characteristics of the learner;19. Assist students in the use of adaptations and assistive technology that allows for participation and access to curriculum in the

general education curriculum;20. Assist students in the use of appropriate physical management support techniques after consultation with health care

specialists;21. Assist students in the use and maintenance of orthopedic, prosthetic, and adaptive equipment after consultation with health

care specialists;22. Adapt lessons to reflect the physical exertion of individuals with specialized health care needs;23. Design and implement curriculum and instructional strategies for medical self-management procedures by students with

specialized health care needs;24. Integrate affective, social, life, and career/vocational skills with academic curricula; and25. Provide appropriate instruction in independent living skills, vocational skills, and career education;

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

D1SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D2SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D3

SPED 412 (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D4SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

D5SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D6

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D7SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

D8SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D9

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D10SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D11

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D12SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D13

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D14SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

D15SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D16

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D17SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D18

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

D19SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D20

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D21

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D22SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D23

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, GPA, Field Evaluations, x x x x

Rule24 March2007 Version

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Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D24SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

D25

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Standard/Description

E. Demonstrate an understanding of and be able to apply the concepts, principles, and processes of planning and managing the teaching and learning environment for learners with mild and learners with moderate disabilities, including being able to:1. Demonstrate an understanding of basic classroom management theories, methods, and techniques;)2. Describe research-based best practices for effective management of teaching and learning;3. Identify ways in which technology can assist with planning and managing the teaching and learning environment;4. Describe model programs, including career/vocational and transition;5. Create a safe, positive, and supportive learning environment in which diversity, self-advocacy and increased independence

are valued;6. Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in a

variety of settings;7. Prepare and organize materials to implement daily lesson plans;8. Incorporate evaluation, planning, and management procedures that match student needs with the instructional environment;9. Design a learning environment that encourages active participation and optimal learning by students in a variety of individual

Candidate Proficiencies

Rule24 March2007 Version

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and group learning activities;10. Design, structure, and manage daily routines, including transition time for students and other staff in the instructional setting;11. Describe the school setting adaptations necessary to accommodate the needs and abilities of the students;12. Demonstrate an understanding of specialized health care practices, first aid techniques, and other medically relevant

interventions necessary to maintain the health and safety of students in a variety of educational settings;13. Identify types and transmission routes of infectious disease;14. Practice appropriate universal precautions when interacting with individuals with physical and health disabilities;15. Identify common environmental and personal barriers that hinder accessibility and acceptance of students with disabilities;16. Identify and use local, community, and state resources available to assist in programming for students with disabilities; and17. Integrate an individual’s health care plan, including the effects of medication into daily programming.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

E1SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E2

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E3SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E4

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E5SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E6

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E7SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E8

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E9SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

E10

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

E11SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

E12

Rule24 March2007 Version

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SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 337 (3) – Program Management

E13SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E14

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

E15SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 337 (3) – Program Management

Rule24 March2007 Version

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E16SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 337 (3) – Program Management

E17

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 337 (3) – Program Management

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Standard/Description

F. Demonstrate an understanding of and be able to apply the concepts, principles, and processes of managing student behavior and social interaction skills for learners with mild and learners with moderate disabilities, including being able to:1. Demonstrate an understanding of applicable laws, rules, and regulations, and procedural safeguards regarding the planning

and implementation of behavior management techniques;2. Develop and implement a systematic non-aversive behavior intervention plan for students using a variety of behavioral

principles (including observation, recording, charting, establishment of time-lines, intervention technique hierarchies, and schedules of reinforcement), and provide training for their parents;

3. Select target behaviors to be changed and identify the critical variables affecting the target behavior (such as subsequent events and antecedent events);

4. Analyze attitudes and behaviors that positively or negatively influence behavior of students with disabilities;5. Identify social skills needed for educational and functional living environments, and provide effective instruction in the

development of social skills in an integrated curriculum;6. Design, implement, and evaluate strategies for crisis prevention and intervention;

Candidate Proficiencies

Rule24 March2007 Version

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7. Demonstrate a variety of effective behavior management techniques;8. Implement behavior management techniques consistent with a student’s needs;9. Modify the learning environment (schedule and physical arrangement) to manage inappropriate or challenging behaviors;10. Demonstrate procedures to increase the individual’s self-awareness, self-control, self-reliance, and self-esteem;11. Demonstrate an understanding of behavior problems, including self-stimulation and self-injury; and12. Identify communication and social interaction alternatives for individuals who are non-verbal.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

F1SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

F2

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

F3SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F4SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F5

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F6SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

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F7SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F8

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F9SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F10

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Rule24 March2007 Version

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SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F11SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

F12

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Standard/Description

G. Demonstrate an understanding of and be able to apply the concepts, principles, and processes of communication and collaborative partnerships in working with learners with mild and learners with moderate disabilities, including being able to:1. Promote effective communication and collaboration with individuals, parents, school and community personnel in a culturally

responsive program;2. Demonstrate an understanding of the roles of students, parents, teachers, and other school and community personnel in

planning and developing an individualized educational program;3. Use collaborative strategies in working with students, parents/primary care-givers, school and community personnel in a

variety of environments;4. Communicate and consult with students, parents/primary care-givers, teachers, and other school and community personnel;

Candidate Proficiencies

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5. Plan and conduct collaborative conferences and training with families or primary care-givers;6. Communicate and collaborate with regular classroom teachers and other school and community personnel to integrate

students into various learning environments;7. Identify lists of resources, networks, and organizations for students and/or parents/primary care-givers;8. Assist students, with the support of parents and other professionals, in planning for transition to adulthood including

employment, community and independent functions in daily life, with maximum opportunities for full participation in community and decision making;

9. Identify the roles and responsibilities of school-based and community-based medical and related services personnel;10. Collaborate with service providers regarding acquisition, development, modification, and evaluation of assistive technology,

procedures, and curricula to assist in meeting functional, social, educational, and communicative needs;11. Describe the role of all educators in the inclusion or reintegration of students into the general education classroom;12. Identify the role of professional groups and referral agencies in identifying, assessing, and providing services to learners with

mental health needs; and13. Apply the principles of collaborative teaching strategies in the general educational setting.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

G1SPED 337 (3) – Program Management Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G2

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, GPA, Field Evaluations, x x x x

Rule24 March2007 Version

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Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

G3SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G4

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G5SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, GPA, Field Evaluations, x x x x

Rule24 March2007 Version

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Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G6SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G7

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

G8SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G9

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G10SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation,

GPA, Field Evaluations, Student Internship Evaluations,

x x x x

Rule24 March2007 Version

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Assignment Mastery EECIA, Teacher Work Samples, Tests, Presentations

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G11SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G12

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

G13SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

Standard/DescriptionH. Demonstrate an understanding of and be able to apply the concepts, principles, and processes of professionalism and ethical

practices related to working with learners with mild and learners with moderate disabilities, including being able to:1. Identify personal cultural biases and differences that affect one’s teaching;2. Describe the teacher’s role as a model for students with disabilities;3. Demonstrate commitment to developing the highest educational and quality-of-life potential of students with disabilities;

Candidate Proficiencies

Rule24 March2007 Version

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4. Promote and maintain a high level of competence and integrity in the practice of the profession, including sensitivity to culture, religion, gender, and sexual orientation of individual students;

5. Demonstrate proficiency in oral and written communication;6. Engage in professional activities that may benefit students with disabilities, their families, and/or colleagues;7. Comply with local, state, and federal monitoring and evaluation requirements;8. Practice within the CEC Code of Ethics and other standards and policies of the profession;9. Identify consumer and professional organizations, publications, and journals relevant to the field of mild and moderate

disabilities;10. Describe the rights to privacy, confidentiality, and respect for differences among all persons interacting with students with

disabilities;11. Participate in trans-disciplinary team activities in providing integrated care for individuals with physical and health disabilities,

particularly when students are in transition from home, hospital, or rehabilitation facility to school; and12. Seek information regarding protocols, procedural program standards, and policies designed to assist students with disabilities

as they participate in school and community-based activities.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

H1SPED 337 (3) – Program Management Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H2

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, GPA, Field Evaluations, x x x x

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Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

H3SPED 337 (3) – Program Management Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H4

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work

x x x x

Rule24 March2007 Version

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Samples, Tests, Presentations

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H5SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H6

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 332 (3)- Language and Learning Disorders Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

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SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H8SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 438 (3) – Consultation and Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H9

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H10SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, GPA, Field Evaluations, x x x x

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Class Presentation, Assignment Mastery

Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H11SPED 337 (3) – Program Management Examinations, Case Study,

Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

H12

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

GPA, Field Evaluations, Student Internship Evaluations, EECIA, Teacher Work Samples, Tests, Presentations

x x x x

New Program Rule 24 Matrix Revised Program Table of Alignment of Standards and Assessments

Name of Institution: Chadron State College Date Submitted: August 21, 2012

Endorsement: Early Childhood Education Unified Grade Levels: B-3Total Hours Required by Rule 24: 45 Program Hours Required by Institution: 46 Endorsement Type: Field

Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

(For additional lines in each section, please go to the end of the row and press the tab key.)

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006.17D Certification Endorsement Requirements:The endorsement shall require a minimum of 45 semester hours of courses that include knowledge of Early Childhood Education and Special Education.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s)Praxis II score

GPAStudent teacher evaluations

Teacher work sampleFollow-up study

Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects, exams, reports x x x

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects, exams, reports x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects, exams, reports x x x

FCS 139 – Child Growth & Development – 3 credits Projects, exams, reports x

FCS 237 – Guidance Techniques in Human Relations – 3 creditsORSPED 331 Behavior Interventions – 3 credits

Projects, exams, reports x x

FCS 238 – Prenatal & Infant Development – 3 credits Projects, exams, reports x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary SocietyORSPED 232 – Interpersonal Communication Skills – 3 credits

Projects, exams, reports x

EDUC 321 – Teach Elementary/MS Math – 2 credits Projects, exams, reports x x x

FCS 321a – Curriculum Development in EC – 2 credits Projects, exams, reports x x x

FCS 423 – Program Development & Management – 3 creditsProjects, exams, reports

x x

FCS 448/448L – Early Childhood Practicum – 4 credits Projects, exams, reports x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Projects, exams, reports x

SPED 231 Survey & Effects of M/M Disability – 3 credits Projects, exams, reports x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 316 – Micro Teaching in Preschool – 1 credit Projects, exams, reports x x x x x

SPED 332 – Language & Learning Disorders – 3 credits Projects, exams, reports x

SPED 334 (2) - SPED 334 Differentiated Instruction Projects, exams, reports x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Projects, exams, reports x

SPED 412 (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

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SPED 416 – Clinical Experience – Exceptional Child – 1 credit reports x x x x

SPED 435 (3) – Assessing Individuals with Mild/Moderate Needs Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 – Consultation & Collaboration – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

Professional Education requirements:EDUC 131 – Introduction to Teaching – 3 creditsEDUC 224 – Multimedia Support of Instruction/Learning – 2 cr.EDUC 320 – Elem/MS Observation & participation – 2 creditsPSYC 334 – Developmental Psychology – 3 creditsSPED 230 – Introduction to Exceptional Learner – 3 credits

Projects, exams, reports x x x x x

Standard/Description

A. Child Development and Learning.1. Use knowledge of how children develop and learn to provide opportunities that support child growth and development

for infants and toddlers, preprimary and primary school children, with a range of abilities and disabilities, in the intellectual, communicative, physical-motor, social-emotional, aesthetic, and adaptive behavioral areas of development and learning;

2. Use knowledge of how children develop and learn to provide opportunities that support individual differences in development and learning, with special attention to risk factors, developmental variations, and developmental patterns of specific disabilities and special abilities;

3. Recognize that children are best understood in the contexts of family, culture and society and that cultural and linguistic diversity influence development and learning;

4. Identify pre-, peri-, and postnatal development and factors such as biological and environmental conditions that affect children’s development and learning; and

5. Identify specific disabilities, including the etiology, characteristics, and classification of common disabilities in young children, and describe specific implications for development and learning in the first years of life.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

A 1 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 139 – Child Growth & Development – 3 credits Observations, Case Studies,

Application & Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Development of Assessment Tools, Lesson Planning, Presentations, Application & Lab exercises w/infants, Exams

x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Case Studies, Development of Assessments, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning,

x x x x x

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Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

A2 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 139 – Child Growth & Development – 3 credits Observations, Case Studies,

Application & Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Development of Assessment Tools, Lesson Planning, Presentations, Application & Lab exercises w/infants, Exams

x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Case Studies, Development of Assessments, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation,

x x x x x

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Case Study, Presentations, Exams

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (5) – Special Education Practices and Strategies: Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

A3 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 139 – Child Growth & Development – 3 credits Observations, Case Studies, Application & Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Class Participation, Development of Assessment Tools, Lesson Planning, Presentations, Application & Lab exercises w/infants, Exams

x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Case Studies, Development of Assessments, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application

x x x x x

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exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application experiences w/families, Exams

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

A4 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 139 – Child Growth & Development – 3 credits Observations, Case Studies,

Application & Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Development of Assessment Tools, Lesson Planning, Presentations, Application & Lab exercises w/infants, Exams

x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Case Studies, Development of Assessments, Presentations, , Application & Lab exercises

x x x x

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w/children, Exams

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

A5 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 139 – Child Growth & Development – 3 credits Observations, Case Studies, Class Participation, Application & Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Development of Assessment Tools, Lesson Planning, Presentations, Application & Lab exercises w/infants, Exams

x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Case Studies, Development of Assessments, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation,

x x x x x

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Case Study, Presentations, Exams

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

Standard/Description

B. Assessment and Evaluation.1. Use an on-going assessment process in order to develop, monitor, adapt and evaluate programs for young children;

a. Use a wide range of on-going assessment strategies in natural settings to develop a complete description of each child for the purpose of planning developmentally appropriate programs, environments, interactions, and for seeking necessary consultation from specialists;

i. Observe, record, and assess young children’s development and learning using a variety of informal and formal instruments and processes including observational methods;

ii. Select and administer culturally unbiased assessment instruments and processes based on the purpose of the assessment being conducted, the needs of the child, and in compliance with established criteria and standards;

iii. Demonstrate understanding and knowledge of cultural/linguistic influences, other environmental influences and various learning styles on assessment practices and results;

iv. Share assessment results with families in a clear, supportive way, and integrate assessment data in order to make decisions about children’s learning and development for the purpose of planning and implementing appropriate programs, including Individual Family Service Plans (IFSP’S) and Individual Education Programs (IEP’S) for infants and young children with disabilities;

v. Participate and collaborate with other providers and family members conducting family-centered assessments and make referrals to specialists for consultation as appropriate; and

b. Develop and use formative and summative program evaluation to ensure comprehensive quality of the total environment for children, families, and the community.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

B1a Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 139 – Child Growth & Development – 3 credits Observations, Application/Lab

exercises w/children, Examsx x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Class Participation, Presentations, Lesson Planning, Evaluation & Assessment, Application/Lab exercises w/infants, Exams

x x x x

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Evaluation & Assessment, Presentations, Application & Lab exercises w/children, Exams

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects,Observations, Evaluation & Assessment, Presentations,, Application & Lab exercises w/children, Exams

x x x x

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects,Observations, Evaluation & Assessment, Presentations,, Application & Lab exercises w/children, Exams

x x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects,Observations, Evaluation & Assessment, Presentations,Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Evaluation & Assessment, Participation, Case Study, Presentations, Exams

x x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 – Consultation & Collaboration – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises

x x x x x

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w/children,

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

B1b Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Evaluation & Assessment, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 139 – Child Growth & Development – 3 credits Observations Application/Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects Presentations, Lesson Planning, Evaluation & Assessment, Application/Lab exercises w/infants, Exams

x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Evaluation & Assessment, Presentations, Application & Lab exercises w/children, Exams

x x x x

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects,Observations, Evaluation & Assessment, Presentations,, Application & Lab exercises w/children, Exams

x x x x

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects,Observations, Evaluation & Assessment, Presentations, , Application & Lab exercises w/children, Exams

x x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects,Observations, Evaluation & Assessment, Presentations,, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Evaluation & Assessment, Participation, Case Study, Presentations, Exams

x x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation,

x x x x

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Assignment Mastery

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

Standard/Description

C. Curriculum Development and Implementation.1. Plan and implement developmentally and individually appropriate curricula and instructional practices based on

knowledge about individual children, groups of children, families, and communities;a. Select, develop, and evaluate developmentally and functionally appropriate materials, equipment, and

environments;b. Implement developmentally appropriate individual and group activities using a variety of formats such as, play,

environmental routines, parent-child activities, small group projects, flexible grouping, cooperative learning, inquiry experiences, and systematic instruction as needed to help children develop dispositions of independence and curiosity, and problem solving, decision making, and communication skills;

c. Develop and implement an integrated curriculum that focuses on children’s needs and interests and takes into account culturally and family valued content, children’s home experiences, and language differences;

d. Demonstrate current knowledge of and ability to develop and implement meaningful, integrated learning experiences, using the central concepts and tools of inquiry in curriculum content areas including communication and literacy, mathematics, science, health, safety, nutrition, social sciences, art, music, drama, movement, social and cognitive skills;

e. Use a variety of instructional strategies and environments for the range of developmental needs of children including those who have unique talents, learning and developmental needs, or specific disabilities;

f. Develop and implement IFSP’s or IEP’s for infants and young children with disabilities, incorporating both child and family outcomes, in partnership with family members and other professionals;

g. Support and facilitate family and child interactions as primary contexts for learning and development;h. Demonstrate appropriate use of technology with young children including assistive technologies for children

with disabilities;i. Plan for and link current learning experiences and teaching strategies with those of the child’s next educational

setting;2. Incorporate knowledge and strategies from multiple disciplines (for example, medical, allied health, social service) into

the design of instructional strategies and integrate goals into daily activities and routines at home and in education and care settings;

a. Integrate basic health, nutrition, feeding, and safety management practices for young children, including procedures regarding childhood illness and communicable diseases;

b. Integrate aspects of adaptive care for children who have a history of significant low birth weight, or have other complex medical needs, including methods for care of young children dependent on technology with programs focused on overall child development and family resources, concerns, and priorities;

3. Use environmental assessments, individual and group guidance, and problem-solving techniques to develop positive

Candidate Proficiencies

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and supportive relationships with children, to encourage and facilitate positive social skills and social interaction among children, to promote positive strategies of conflict resolution, and to develop personal self-control, self-motivation, and self-esteem;

a. Demonstrate the understanding of and the ability to assess the influence of the environment, including physical setting, space, time, peers, materials, adults, schedules, routines, and transitions on children’s behaviors and use these experiences to promote children’s overall social skills, development, and learning in education, care, and home settings;

b. Select and implement methods of behavior support and management appropriate for all young children, such as, a range of strategies from less directive, less intrusive methods (e.g., scaffolding and modeling) to more directive, more structured methods (e.g., applied behavior analysis) that respect and reflect the children’s cultural and individual backgrounds and current needs;

4. Establish and maintain physically and psychologically safe and healthful learning environments that promote development and learning;

a. Provide an indoor and outdoor environment that employs developmentally appropriate materials, media, and technology, including adaptive and assistive technology;

b. Demonstrate understanding of the developmental consequences of stress and trauma, protective factors and resilience, the development of mental health, and the importance of supportive relationships;

c. Use appropriate health appraisal procedures and recommend referral and ongoing follow-up to appropriate community health and social services; and

d. Recognize signs of emotional distress, child abuse, and neglect in young children and follow procedures for reporting known or suspected abuse or neglect to appropriate authorities.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

C1 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, , Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 321a – Curriculum Development in EC – 2 credits Lesson Planning, Unit Planning, , Application exercises, Exams

x x x x

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects,Observations, Presentations,, Application & Lab exercises w/children, Exams

x x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

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SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

C2 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson

planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 321a – Curriculum Development in EC – 2 credits Lesson Planning, Unit Planning, Application exercises, Exams

x x x x

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects,Observations, Presentations Application & Lab exercises w/children, Exams

x x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects,Observations, Presentations Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

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FCS 139 – Child Growth & Development – 3 credits Observations, Application/Lab exercises w/children, Exams

x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Evaluation & Assessment, Presentations, , Application & Lab exercises w/children, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations,Application & Lab exercises w/children, Exams

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

C3 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 321a – Curriculum Development in EC – 2 credits Lesson Planning, Unit Planning, Application exercises, Exams

x x x x

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects,Observations, Presentations,A pplication & Lab exercises w/children, Exams

x x x x

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects,Observations, Presentations,Application & Lab exercises w/children,

x x x x

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Exams

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Evaluation & Assessment, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

C4 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 321a – Curriculum Development in EC – 2 credits Lesson Planning, Unit Planning, Application exercises, Exams

x x x x

EDUC 231 – Play, Art & Music for Early Childhood – 3 credits Projects,Observations, Presentations, , Application &

x x x x

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Lab exercises w/children, Exams

EDUC 232 – Science, Math & Social Studies for EC – 3 credits Projects,Observations, Presentations, , Application & Lab exercises w/children, Exams

x x x x

EDUC 233 – Literature & Language for Early Childhood – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

FCS 237 – Guidance Techniques in Human Relations – 3 credits Projects,Observations, Evaluation & Assessment, Presentations,Class Participation, Application & Lab exercises w/children, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

Standard/Description

D. D. Family and Community Relationships.1. Establish and maintain positive, collaborative relationships with families, community agencies and other professionals

to meet the needs of the child;2. Apply family systems theory and knowledge of the dynamics, roles, and relationships within families, schools and

communities;3. Demonstrate knowledge and sensitivity to differences in family structures and cultures in terms of family strengths,

expectations, values, and child-rearing practices;4. Assist families in identifying resources, priorities, and concerns in making decisions related to their child’s

development;

Candidate Proficiencies

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5. Link families with a range of family-oriented services based on the family’s needs, identified resources, priorities, and concerns; and

6. Solicit and respect parents’ choices and goals for their child and incorporate them to support the development, learning, and well-being of the child.

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

D1 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 139 – Child Growth & Development – 3 credits Observations, Application/Lab

exercises w/children, Examsx x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application experiences w/families, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

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SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application experiences w/families, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

D3 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 139 – Child Growth & Development – 3 credits Observations, Application/Lab exercises w/children, Exams

x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application

x x x x

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experiences w/families, Exams

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

D4 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 139 – Child Growth & Development – 3 credits Observations, Application/Lab

exercises w/children, Examsx x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application experiences w/families, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

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SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application experiences w/families, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application

x x x x x

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exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

FCS 239 – Partners in Human Relations - 3 credits Parenting in a Contemporary Society

Research Projects, Interviews, Presentations, Application experiences w/families, Exams

x x x x

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children,

x x x x

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Exams

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Case Study, Presentations, Exams

x x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

Standard/Description

E. Professionalism.1. Understand state and federal legislation, public policy and legal issues which affect all young children, with and without

disabilities and their families; and identify ethical and policy issues related to care and education, and medical services for young children;

2. Understand historical, philosophical and social foundations of comprehensive early childhood care and education;3. Identify current professional trends and issues which inform and improve practices, advocate for quality programs for

young children and their families, and enhance the professional status and working conditions of comprehensive early childhood care and education professionals;

4. Understand principles of administration, organization and operation of programs for children, birth through age 8, and their families, including staff and program development, supervision, and evaluation of staff, and continuing improvement of programs and services;

5. Adhere to professional and ethical codes related to comprehensive early childhood care and education; and6. Reflect upon their own professional practices and identify resources for on-going development as comprehensive early

childhood care and education professionals.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

E1 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 423 – Program Development & Management – 3 credits Projects,Observations,

Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects,

x x x x x

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Observations, Case Study, Presentations, Exams

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

E2 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Case Study, Presentations, Exams

x x x x x

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SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

E3 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning Demonstrations & Application exercises w/children, Projects, Observations, Case Study, Presentations, Exams

x x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

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SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

E4 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 423 – Program Development & Management – 3 credits Projects,Observations,

Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation,

x x x x

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Assignment Mastery

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

E5 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Case Study, Presentations, Exams

x x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities:

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 232 (3) - SPED232 Interpersonal Communication Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 438 (3) – Consultation/Collaboration Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 412 E&S (1) – Special Education Practices and Strategies Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, x x x x

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Class Presentation, Assignment Mastery

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

E6 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 423 – Program Development & Management – 3 credits Projects,Observations, Presentations, Application & Lab exercises w/children, Exams

x x x x

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Case Study, Presentations, Exams

x x x x x

SPED 337 (3) – Program Management Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 335 (3) – Elem/Mid/Sec. Methods and Materials for Mild/Moderate Disabilities

Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 334 (2) - SPED 334 Differentiated Instruction Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 337 – Program Dev., Implementation & Mgmt – 3 credits Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

SPED 332 – Language & Learning Disorders – 3 credits Examinations, Case Study, Assignment Mastery

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

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SPED 230 (3) - Introduction to the Exceptional Learner Examinations, Case Study, Class Presentation, Assignment Mastery

x x x x

Standard/Description

F. Field Experiences.1. Observe and participate under the supervision of qualified professionals in a variety of settings (including but not

limited to homes, public or private centers, community agencies, and schools) in which young children with a range of abilities and disabilities, who reflect diverse family systems, from birth through age 8 and their families are served; and

2. Have pre-student teaching field and clinical experiences with each of the three age groups (infants/toddlers, preprimary, primary school children). The experiences should consist of at least thirty (30) clock hours with each group. A minimum of twenty percent (20%) of the hours in each age group should include working with children who have a range of disabilities.

Candidate Proficiencies

Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge

Pedagogical Knowledge

Skills Dispositions P-12 Student Learning

F1 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up studyFCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit &

Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Case Study, Presentations, Exams

x x x x x

FCS 238 – Prenatal & Infant Development – 3 credits Research Projects, Lesson planning, Presentations, Application/Lab exercises w/infants, Exams

x x x x

SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

F2 Praxis II scoreGPA

Student teacher evaluationsTeacher work sample

Follow-up study

FCS 448/448L – Early Childhood Practicum – 4 credits Application Exercises, Unit & Lesson Planning, Demonstrations & Application exercises w/children, Projects, Observations, Participation, Case Study, Presentations, Exams

x x x x x

Rule24 March2007 Version

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SPED 416 – Clinical Experience – Exceptional Child – 1 credit Observations, Case Studies, Application & Lab exercises w/children,

x x x x x

Rule24 March2007 Version