FORM A -- SUMMARY OF CURRICULUM CHANGES AND BUDGET SUMMARY
DATE: __3.3.16 Revision________________
COLLEGE: __Education________________
DEPT/SCHOOL: __Special Education________________
I.
DROPPED COURSES [see FORM B-1]
• Automatic Course Drop: initiated by the Office of the Registrar (list titles and course numbers)
• Course Drop: initiated by Department/School [see FORM B-1] (list titles and course numbers)
II.
DROPPED AND/OR SUSPENDED MAJOR/MINOR/EMPHASIS/CERTIFICATE [see FORMB-2] (list
titles)
1. Drop Minor: Teacher of Students with Visual Impairments (TVIS)
III.
COURSE CHANGES [see FORM C] (list titles and course numbers; star all changes that are editorial)
1. SPED 4146/5146: Designing Curriculum and Instruction – Elementary Students with Mild/Moderate
Disabilities (K-8)
2. SPED 4183/5183: Designing Curriculum and Instruction for Students with Intellectual Disabilities (K-12)
3. SPED 6295: Single-Subject Research Applications
IV.
NEW COURSES [see FORM D] (list proposed titles, course numbers, and credit hours)
V.
RESTATEMENTS OF MAJORS/MINORS/EMPHASES/CERTIFICATES [see FORM E] (list titles; star
all changes that are editorial)
1. MAE- Special Education: Career/Vocational Programming and Transition Emphasis-change title to: Transition
Programming for College and Career Emphasis
VI.
NEW MAJORS/MINORS/EMPHASES/CERTIFICATES [see FORM F]
(list proposed titles) [also see FORM G for new majors only]
1. Special Education Instructional Coaching Certificate
VII.
OTHER CATALOG CHANGES and/or ADDITIONS [See FORM H] (list items)
VIII.
BRIEF NARRATIVE EXPLAINING WHAT YOU ARE HOPING TO ACCOMPLISH WITH YOUR
CURRICULAR CHANGES, identifying the relationship of the proposed changes to other planning
processes (i.e., Academic Program Review, Student Outcomes Assessment, strategic planning, and
licensure or accreditation/re-accreditation requirements). Explain how you know these changes are needed,
based on those planning processes. (e.g., Based on what we learned through assessing our _____ learning
goal for the major, showing that we needed more emphasis on _______, we are restating the major to add
some possible electives and change the required core from 9 to 12 credits with the addition of a newly
created core course.)
Our undergraduate changes reflect what we have learned during our planning process since the last curricular
cycle and Academic Program review to address timely completion of minor as well as the mathematics sequence
of courses for elementary education majors (most often paired with our combined Strategist minor which was
implemented in the prior curriculum cycle). These changes will maintain content integrity, address shortages in
this area of teaching expertise and timely graduation. (SPED 4146; SPED 4183)
The proposed drop of the TVIS minor reflects both the recognition of low enrollment as well as the lack of
qualified faculty with the specialized expertise to teach throughout this specific minor since the resignation in
2013 of a former departmental member. The MAE program emphasis area for Teacher of Students with Visual
Impairments was dropped last curricular cycle. (Drop Minor Teacher of Students with Visual Impairments )
The graduate changes reflect recognition of the need for a basis of Educational Research for the SPED 6295:
Single Subject Research Applications in review of our graduate curriculum and in more regular offerings of the
course in our MAE Online program. The Special Education title change for the Special Education MAE
Emphasis Area: Career/Vocational Programming and Transition Emphasis to Transition Programming for College
and Careers reflects contemporary research, literature and practice in the field.
The Special Education Instructional Coach certificate addresses state-wide critical needs for special education
instructional coaches to assist teachers in the implementation of evidence-based practices for students with
disabilities. Applicants must have four years of successful teaching experience, two of which must be in special
education. Scholars will exit the program with a special education coaching certificate. Special education
graduate students will be prepared with the necessary competencies to be highly effective special education
instructional coaches and consultants using evidence-based pedagogical practices that result in improvements in
learning and developmental outcomes (e.g., academic, social, emotional, behavioral) and successful transition to
postsecondary education and the workforce. Concurrent field-based practica will provide authentic opportunities
for the students to apply competencies, resulting in specified performance tasks and portfolio products. For the
practicum course, each student will be assigned a mentor from the LEA or AEA who is currently serving as an
instructional coach or special education consultant.
IX.
BUDGET SUMMARY FOR DEPARTMENT
(should summarize needs for entire curriculum proposal package)
A. Will the curriculum changes proposed in this package increase the budgetary needs of the department?
x No
Yes
If NO, explain the changes in the department or the departmental rotation of courses
which offset the costs.
The proposed changes are already addressed in instructional load by faculty currently within the
department and will require no new additional support for instruction.
If YES, identify the total costs.
1. Staff
2. Additional facilities
3. Equipment
4. Support personnel
5. Library requirements
6. Computer service
7. Educational technology
8. Other services (identify)
______________________
TOTAL COSTS
$ _________
$ _________
$ _________
$ _________
$ _________
$ _________
$ _________
$ _________
$ _________
B. If the costs above are not simply the sum of all the various budgets in this package (FORMS C, D, E,
F), explain why.
No anticipated costs to programs or resources. Current staff will be able to address the proposed
changes.
X.
UNRESOLVED OBJECTIONS TO COLLEGE-APPROVED PROPOSALS
(list all proposals with unresolved objections)
None
XI.
COLLEGE-APPROVED PROPOSALS WHICH VIOLATE CURRICULAR GUIDELINES
(list all proposals violating curricular guidelines)
None
-------------------------------------------------------------------------------------------------------------------------------------------------Department Head Signature
Date ____________________
(starting Fall 2015, Form A is due to Dean’s office by Dec. 15)
College Dean's Signature
Date ____________________
Approved to proceed to College Senate or College Curriculum Councils
__ Yes
__ No
College Dean Comments – starting 2016, Dean sends a copy to Provost office and College Senate Chair by
Feb. 1
College Senate Comments – due to Dean of College and Provost office by May 15