Advanced Programs Diversity Curriculum Matrix
Diversity Proficiencies
1. Acknowledging cultural and individual differences
2. Adapting instruction and assessment to cultural and individual differences.
3. Connecting classroom activities to cultural and individual differences.
4. Incorporating multiple perspectives of cultural and individual differences into their professional behavior.
5. Contributing to the classroom and/or school climate that values cultural and individual differences.
6. Communicating in a culturally responsive and respectful manner.
Elementary Education Graduate Program
Course Number
and Title
C&I 574:
Differentiation and
Assessment of
Instruction
C&I 600:
Graduate Seminar
Curriculum Component, Objectives, or Topics
Assessment
Identify and describe the characteristics and needs of diverse populations,
including learners with disabilities, second language and culturally different
learners, gifted learners, and struggling learners.
Paper
Design informal assessments that allow learners to show what they know and can
do.
Modify assignments and assessments so that all learners are able to demonstrate
their knowledge, skills, and understanding in the context of stated learning
outcomes.
Appropriately apply a broad range of strategies for differentiating instruction.
Select, design, and implement instructional strategies that address the needs of
diverse populations, including learners with disabilities, second language and
culturally different learners, gifted learners, and struggling learners.
Analyze, synthesize, and apply recent and relevant research findings to the design
and implementation of assessment and instructional strategies that help all
students learn.
Discuss types of diversity that are important to address.
Assessment Tools
x
Lesson plans
x
Tiered Activities
Lesson plans
x
Discuss ways your teaching reflects the belief that all students can learn.
Describe the ways your teaching reflects your commitment to meeting the
educational needs of all students in a caring, non-discriminatory and equitable
manner.
Explain the steps you have taken to develop a classroom climate that values
diversity.
Discuss the knowledge and/or skills that you have acquired through graduate
coursework that have enabled you to better meet the needs of diverse students in
your classroom.
Discuss strengths and weaknesses of atypical students and accommodations that
will be used for each of the focus students.
Discuss factors that influenced student learning
Analyzed student learning as evidenced in the discussion of the pre-post
assessment data (growth) for each of the atypical students and the class; student
learning for all unit objectives was discussed; factors contributing to student
learning were discussed and supported by the assessment data and observations
Discuss connections between students’ experiences and content of the unit
Diversity
Prof. 1
x
Diversity
Prof. 2
Diversity
Prof. 3
x
Paper
x
Paper
Paper
x
x
Diversity
Prof. 6
x
x
x
x
x
Paper
Paper
Action Research
Project
Diversity
Prof. 5
x
Paper
Action Research
Project
Action Research
Project
Action Research
Project
Diversity
Prof. 4
x
x
x
x
x
x
x
x
x
x
Special Education Graduate Program
Course Number
and Title
SPED 514:
Collaboration in
Special Education
SPED 518: SelfDetermination &
Independence
SPED 613
All Methods
Courses
Curriculum Component, Objectives, or Topics
Assessment
Uses performance data and information from teachers, other professionals,
individuals with disabilities, and parents collaboratively to make or suggest
appropriate modification in learning environments, curriculum and/or
instructional strategies.
Identifies personal attitudes and biases that affect acceptance of individuals with
disabilities.
Coordinates activities of related services personnel to maximize direct instruction
time for individuals with disabilities and to ensure that related services are
integrated into individuals’ daily activities and schedule.
Discusses factors that promote effective communication and collaboration with
individuals, parents, families, and school and community personnel in a
culturally responsive program.
Explains roles of individuals with disabilities, parent, teachers, and other school
and community personnel in planning an individualized program.
Communicates with general educators, administrators, paraeducators, and other
school personnel about characteristics and needs of individuals with disabilities.
Uses knowledge of a student’s cognitive, communication, physical, cultural,
social, and emotional characteristics in planning and delivering instruction and in
transition planning.
Identifies students’ educational priorities by developing and conducting an
individualized inventory of the student’s home, community, social, and
vocational environments and integrated curriculum needs.
Prioritizes skills and chooses chronologically age-appropriate materials,
emphasizing functionality, instruction in natural settings, and interactions
between students with and without disabilities.
Chooses and implements instructional techniques and strategies that promote
successful transitions for individuals with disabilities.
Applies principles of instruction for generalized language arts or math skills to
teaching domestic, community, school, recreational, or vocational skills that
require language arts or math.
Identifies variations in beliefs, traditions, and values across cultures within
society and the effects of the relationship among child, family and schooling.
Discusses cultural perspectives related to effective instruction for students with
disabilities.
Identifies typical concerns of families of individuals with disabilities and
appropriate strategies for collaborating with families in addressing these concerns
(including families transitioning into and out of the special education system).
Explains the effects of family and community on development, behavior and
learning.
Develops individualized assessment strategies for instruction and uses
appropriate procedures for evaluating results of that instruction.
Evaluates learning environments and matches necessary supports to individual
learners' needs.
Uses appropriate reading intervention strategies and support systems for meeting
the needs of diverse learners.
Integrates knowledge of the characteristics of the learner, Illinois Learning
Standards, general curriculum
and adaptation strategies appropriately into an effective individualized education
program.
Evaluates, selects, develops, and adapts curricular materials and technology
appropriate for individuals with disabilities.
Plans, organizes, and implements educational programs appropriate to the
cognitive, linguistic, and physical needs of individuals in the least restrictive
environment
Exam
Prof. 1
Prof. 2
Prof. 3
Prof. 4
Prof. 5
x
Exam
x
Paraeducator Project
x
x
Exam
x
Exam
x
Paraeducator Project
x
Job Task Analysis
report
Text Analysis
x
x
x
x
Job Task Analysis
report
x
Partners in
Employment project
Text analysis
x
x
x
Parent Interview
x
Exam
x
Parent interview
x
Exam
x
x
Data Driven
Instruction Project
Unit Assignment
x
Curriculum
Development Project
Curriculum
Development Project
x
x
x
Unit Assignment
Unit Assignment
Prof. 6
x
x
x
x
x
Reading Specialist Graduate Program
Course Number
and Title
RDG 576: Psych
of Reading
RDG 570
& RDG 568
RDG 587 & RDG
589
Curriculum Component, Objectives, or Topics
Assessment
Prof. 1
Prof. 2
Discusses the linguistic foundations of reading and writing processes.
Exam
x
Identifies, explains, compares and contrasts the theories and research of the
variations in language development and reading acquisition emerging from
cultural and linguistic differences
Selects and utilizes flexible instructional groupings that accommodate
developmental, linguistic and cultural differences to facilitate the development of
the ability to read.
Exam
x
Lesson Plans
x
Explains research supporting instructional grouping that accommodates
developmental, linguistic and cultural differences in the development of the
ability to read.
Uses instructional practices that accommodate the needs of all students, including
those with developmental, linguistic, and cultural differences.
Uses a wide range of curriculum materials to accommodate the developmental,
linguistic, and cultural needs of all children.
Explains how pre-assessment results will be used to plan instruction that meets
the needs of all students, including those with developmental, cultural, and
linguistic differences.
Explains how formative assessment will be used to plan and modify instruction
to continually focus on the needs of all students, including those with
developmental, cultural, and linguistic differences.
Appropriate materials were used during lesson delivery that reflected the tutee’s
characteristics, needs, interests, and abilities.
Instruction was adapted to accommodate the student’s characteristics, learning
style, and cultural and linguistic backgrounds.
(item – ethical and caring manner)
A range of instructional practices were effectively used during the tutoring
sessions.
Identifies learner characteristics, including physical, cultural, psychological, and
educational background, that should be considered when identifying appropriate
assessments and creating and implementing an instructional plan.
Analyzes pre-assessment data (survey, informal and formal assessments) to
create a student profile consistent with the pre-assessment data and learner
characteristics.
Adequately discussed the extent to which the identified goals for the student were
achieved and the impact of his/her instructional practices on student learning.
Lesson Plan rationale
x
Lesson Plans
x
Lesson Plans
Prof. 4
Prof. 5
Prof. 6
x
Lesson Plan rationale
x
x
Lesson Plan rationale
x
x
Faculty Observation
x
Faculty Observation
x
Faculty Observation
Faculty Observation
x
Case Study
Prof. 3
x
x
x
Case Study
x
Case Study
x
x
Curriculum Component, Objectives, or Topics
Assessment
Diversity
Prof. 2
Compare the issues in educating each and every child, including the
exceptionalities of giftedness, poverty, ESL, special education, and ethnicity.
Paper
Diversity
Prof. 1
x
Explain the accountability functions of intervention models and legislation for
specific subgroups for ensuring student achievement.
Create a model of inclusive school governance for PK-12 students specifically
describing how students with various exceptionalities would be recognized as
part of the school community.
Analyze the current delivery program in a local school district for an exceptional
group of students for effectiveness in raising student achievement.
Design a directory of agencies, religious and non-profit organizations, and youth
groups that represent the various cultural, social, and intellectual resources in
Paper
x
Educational Leadership MSED
Course Number
and Title
EDL539
Leadership for
Students with
Special Needs
Diversity
Prof. 3
x
x
Paper
x
Program Evaluation
x
x
PowerPoint
x
x
x
Diversity
Prof. 4
Diversity
Prof. 5
x
Diversity
Prof. 6
x
x
x
x
x
x
x
x
x
x
x
x
x
EDL500
Leadership
Development and
Self-assessment
EDL517
Fundamentals of
Education Law
EDL518
Administrative
Applications of
Education
Technology
EDL522
Management of
School Personnel
EDL538 Principal
as the Instructional
Leader
EDL555 Internship
your local community and develop a partnership initiative designed to utilize
resources to benefit children.
Conduct data collection of the internal school culture, climate, and operations to
support student achievement.
Paper
x
x
x
x
Conduct data collection of the external community and its cultural, social and
economic context.
Synthesize data on internal and external contexts and prepare recommendations
for improvement.
Discuss the importance of active involvement within the community, including
interactions with individuals and groups with conflicting perspectives.
Paper
x
x
x
x
Paper
x
Demonstrate the ability to use appropriate assessment strategies and research
methods to understand and accommodate diverse school and community
conditions and dynamics.
Compare and contrast leadership approaches to programs serving students with
special and exceptional needs and PK programs.
Demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial,
economic, and special interest groups) of the school community to improve
school programs and meet the diverse needs of all students.
Promote a belief in equality and accessibility of educational opportunities
Research, identify, and present to the class available software/websites that can
be used as intervention strategies for teachers to meet the needs of students who
are at-risk or performing below expected levels as well as enrichment
opportunities for PK-12 students and ELL/ESL.
Assessment
x
Paper
x
x
x
x
Panel
x
x
x
x
Paper
Presentation
x
x
x
x
x
x
Utilize appropriate policies, criteria, and processes for the recruitment, induction,
compensation, and separation of personnel with attention to issues of equality,
diversity, and exceptionalities.
Explore instructional procedures that are specific to: special education, English
language learners, early childhood, and talented/gifted.
Paper
x
Group Project
x
Identify the various types of student exceptionalities, analyze current programs
and then develop a plan to better meet the needs of at least one group of students.
This plan will be shared, via a PowerPoint presentation, with the site supervisor,
the school improvement team, or other vested parties.
Plan activities that will provide experiences working with parents, school, and
community partners (Special Education, Early Childhood, English Language
Learners, and Gifted).
Research and work with the administrators, teachers, and community to develop
a list of possible cultural and educational celebrations that could be observed
during the year. Develop a calendar for implementation of the celebrations.
Portfolio
x
Portfolio
Panel
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Portfolio
x
x
x
x
Curriculum Component, Objectives, or Topics
Assessment
Diversity
Prof. 4
Diversity
Prof. 5
Diversity
Prof. 6
Describe the current demographic trends impacting public education in the
U.S.A.
Paper
Diversity
Prof. 1
x
Demonstrate an understanding of the role of culture in the educational process.
Paper & Student
Presentations
Paper
x
Paper
x
Educational Leadership EdS
Course Number
and Title
EIS 607:
Implications of
Diversity for
Educational
Leaders
Identify the impact of the historical, contemporary, and future implications of
diversity e.g. race, ethnicity, social class, gender, and language in the educational
process.
Discuss the need for educational and curriculum reform in order to meet the
Diversity
Prof. 2
Diversity
Prof. 3
x
x
x
x
x
x
EDL620 The
Superintendent and
Educational
Governance
needs of a diverse learning community.
Formulate plausible curriculum and delivery strategies to address the diverse
needs of participants in the U.S.A.
Candidates demonstrate the ability to combine impartiality, sensitivity to student
diversity, and ethical considerations in their interactions with others.
Paper
x
x
x
x
Presentation
x
Curriculum Component, Objectives, or Topics
Assessment
Diversity
Prof. 4
x
Diversity
Prof. 5
Quizzes and
Examinations;
Written Reports, Oral
Reports/Presentations
Diversity
Prof. 2
x
Diversity
Prof. 3
Identify and describe the characteristics and needs of diverse populations,
including learners with disabilities, second language and culturally different
learners, gifted learners, and struggling learners.
Diversity
Prof. 1
x
Diversity
Prof. 6
x
Design informal assessments that allow learners to show what they know and can
do.
Diagnostic Plan;
Assessment Battery,
Execution of
Diagnostic Plan,
Case Study Project
x
x
x
x
x
x
Modify assignments and assessments so that all learners are able to demonstrate
their knowledge, skills, and understanding in the context of stated learning
outcomes.
Appropriately apply a broad range of strategies for differentiating instruction
IEP Project, Case
Study Project,
Examinations
Oral Presentations,
Case Study Project,
IEP Project,
Examinations
IEP Project, Case
Study Project
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Research Journals,
Examinations,
Evidence-Based
Practice Journals,
IEP Project
x
x
x
x
x
Curriculum Component, Objectives, or Topics
Assessment
Diversity
Prof. 2
Diversity
Prof. 3
Studies that provide an understanding of advocacy processes needed to address
institutional and social barriers that impede access, equity, and success for clients
Video
demonstrations
Diversity
Prof. 1
X
Diversity
Prof. 4
X
Diversity
Prof. 5
X
Studies that provide an understanding of multicultural and pluralistic trends,
including characteristics and concerns within and among diverse groups
nationally and internationally.
Paper
X
X
X
X
Studies that provide an understanding of attitudes, beliefs, understandings, and
acculturative experiences, including specific experiential learning activities
Paper
X
X
X
X
x
x
Communication Sciences & Disorders Graduate Program
Course Number
and Title
CSD 511 Language
Theory &
Development, CSD
512 Child
Language
Disorders, CSD
521 Methods in
Public Schools;
CSD 548 Applied
Phonology; CSD
503 Seminar in
Professional Affairs
CSD 481G
Evaluation
Procedures in
Speech-Language
Pathology, CSD
512, CSD 521, &
CSD 548
CSD 521, CSD
512, CSD 548
CSD 521, CSD
512, CSD 548
CSD 512, CSD
521, & CSD 548
CSD 501 Intro
Research Methods
in CSD, CSD 511,
CSD 512, CSD
521, & CSD 548
Select, design, and implement instructional strategies that address the needs of
diverse populations, including learners with disabilities, second language and
culturally different learners, gifted learners, and struggling learners.
Analyze, synthesize, and apply recent and relevant research findings to the design
and implementation of assessment and instructional strategies that help all
students learn.
Counselor Education Graduate Program
Course Number
and Title
CN 500:
Introduction to
Counseling Skills
and Practice
CN 552:
Counseling/Helping
in a Multicultural
Society
Diversity
Prof. 6
X
CN 541:
Lifestyle and
Career
Development
CN 542:
Assessment
Techniques in
Counseling
CN 593:
Practicum:
Counseling
CN 602:
Principals of
Mental Health
Diagnosis and
Pathology for
Practitioners in
School Settings
CN 597:
Internship
designed to foster students’ understanding of self and culturally diverse clients.
Studies that provide an understanding of theories of multicultural counseling,
identity development, and social justice.
Studies that provide an understanding of individual, couple, family, group, and
community strategies for working with and advocating for diverse populations,
including multicultural competencies.
Studies that provide an understanding of counselors’ roles in developing cultural
self-awareness, promoting cultural social justice, advocacy and conflict
resolution, and other culturally supported behaviors that promote optimal
wellness and growth of the human spirit, mind, or body.
Studies that provide an understanding of counselors’ roles in eliminating biases,
prejudices, and processes of intentional and unintentional discrimination.
Studies that provide an understanding of theories and models of individual,
cultural, couple, family, and community resilience.
Demonstrates self-awareness, sensitivity to others, and the skills needed to relate
to diverse individual, groups, and classrooms.
Understands the ways in which educational policies, programs, and practices can
be developed, adapted, and modified to be culturally congruent with the needs of
students and their families.
Understands multicultural counseling issues, as well as the impact of ability
levels, stereotyping, family, socioeconomic status, gender, and sexual identity,
and their effects on student achievement.
Advocates for school policies, programs, and services that enhance a positive
school climate and are equitable and responsive to multicultural student
populations.
Assesses and interprets students’ strengths and needs, recognizing uniqueness in
cultures, languages, values, backgrounds, and abilities.
Studies that provide an understanding of interrelationships among and between
work, family, and other life roles and factors, including the role of multicultural
issues in career development.
Paper
X
X
X
X
Project
X
X
X
X
Paper
X
X
X
X
Paper
X
X
X
X
Exam
Project
X
X
Exam
X
X
X
X
X
X
Paper
X
X
Paper
X
X
Paper
X
X
X
X
X
X
Client interview and
case study
X
X
X
X
X
Studies that provide an understanding of social and cultural factors related to the
assessment and evaluation of individual, groups, and specific populations.
Special populations
presentation and
paper
X
X
X
X
X
Understands the effects of (a) atypical growth and development, (b) health and
wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of
resiliency on student learning and development.
Demonstrates self-awareness, sensitivity to others, and the skills needed to relate
to diverse individual, groups, and classrooms.
Assesses and interprets students’ strengths and needs, recognizing uniqueness in
cultures, languages, values, backgrounds, and abilities.
Understands the effects of (a) atypical growth and development, (b) health and
wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of
resiliency on student learning and development.
Case studies
X
X
X
X
X
Tape critiques
X
X
X
X
X
Case studies
X
X
X
X
X
X
X
Demonstrates self-awareness, sensitivity to others, and the skills needed to relate
to diverse individual, groups, and classrooms.
Assesses and interprets students’ strengths and needs, recognizing uniqueness in
cultures, languages, values, backgrounds, and abilities.
Tape critiques
X
X
X
X
Case studies
X
X
X
X
Curriculum Component, Objectives, or Topics
Assessment
Diversity
Prof. 2
Diversity
Prof. 4
Diversity
Prof. 5
Cultural Self-Assessment
Complete checklist
Diversity
Prof. 1
x
Presentation
X
X
School Psychology Specialist Program
Course Number
and Title
PSY 575: Diversity
Diversity
Prof. 3
Diversity
Prof. 6
X
Issues and
Psychological
Services
PSY 575
PSY 575
PSY 575
PSY 541:
Practicum I
PSY 543 Practicum
III
PSY 581
Intellectual
Asssesment
All School
Psychology
Courses (541,542,
543, 544, 581, 585,
590, 591, 593)
Reaction Paper
Article Summary
Student Presentations
Cultural Competence Development Paper
Paper
Paper
Presentation
Feedback
Paper
School Report Card
Discussion
NASP Video on Culturally Sensitive Assessment
Discussion
The Program has adopted a common textbook, Martines (2005) Multicultural
school psychology competencies: A practical guide, that is incorporated in the
classes across the curriculum.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X