CGU's Preliminary Credential Expedited Education Specialist -­‐-­‐ Mild/Moderate For General Educators Candidates who hold a general education credential interested in teaching students with mild to moderate disabilities in k-­‐12 schools work towards a Mild/Moderate Education Specialist teaching credential through an expedited path. This 28 -­‐ 31 unit program is designed to be completed in 15 to 19 months and is divided into three phases: Phase I: Pre-­‐Teaching Phase (beginning in January/Spring or May/Summer); Phase II: Internship Phase (spans Fall and Spring); and Phase III: Post Teaching Phase (Summer 2). Phase 1 Phase II Phase II Phase III Spring/Summer Fall Spring Summer 2 6 -­‐ 9 units 6 units 6 units 10 units Clinical EDUC 301A-­‐SP EDUC 303A-­‐SP EDUC 305A-­‐SP Component 2 units 2 units 2 units Academic *EDUC 301 SP EDUC 303SP EDUC 305SP EDUC 308 Component 4 units 2 units 2 units 4 units EDUC 343 EDUC 396 EDUC 338-­‐1 EDUC 338-­‐2 3 units 2 units 2 units 2 units (only if general educator holds single EDUC 339 subject credential) 4 units *Can be taken Spring/January or Summer/May. Phase I: Pre-­‐Teaching Phase (12 units) Candidates choose to begin Phase I in either January/Spring or May/Summer. The academic and clinical components of this phase collectively meet the requirements outlined by the California Commission of Teacher Credentialing (e.g., Williams Law). Candidates are "internship or residency eligible" when they successfully complete Phase I coursework and earn passing scores on the CBEST and CSET in the appropriate area. EDUC 301SP Teaching and Learning Process I (TLP1) -­‐ 4 units This course is the first in a four part series taken by teacher candidates in the Claremont Graduate University’s Teacher Education Internship Program (TEIP). It is aligned with the California Teacher Performance Expectations (TPE) and aimed at preparing education specialist teacher candidates for special education teaching positions in the k-­‐12 setting. 1 CGU's Preliminary Credential Expedited Education Specialist -­‐-­‐ Mild/Moderate For General Educators This course will introduce candidates to many areas of teaching students with disabilities. This course covers an overview of special education including characteristics of children with a variety of mild/moderate/severe disabilities. Candidates will learn federal and state legislation as related to special education, various types of assessment and Individualized Education Program (IEP) writing, lesson planning, and individual and classroom wide positive behavior supports. Students will learn the importance of collaboration among a multi-­‐disciplinary team and how to effectively work with related service providers to meet the individual needs of students. Students in this class additionally learn about their roles and responsibilities with suspected child abuse cases. A primary goal of this course is to enable the students to meet the core standards for the preliminary Education Specialist credential. EDUC 301A SP Special Education Pre-­‐Teaching Experience -­‐ 2 units This course focuses on methodology and application of instructional strategies across the core subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. EDUC 343 Innovative Elementary Curriculum -­‐ 3 units In this course, candidates will learn a variety of strategies to teach and differentiate instruction in math, science, and social studies with a focus on the integration of technology and literacy. Candidates will become familiar with the K-­‐6 California Content Standards for math, science, and social studies, and they will learn ways to integrate lessons across the content standards in these and other subject areas. (General educators who hold a single subject credential are required to take ED343). Phase II: Internship/Residency Phase (16 units) Phase II spans two terms. The Fall term starts in August and ends in December. The Spring term begins in January and ends in May. Phase II coursework moves from the practical to the theoretical. During Phase II Education Specialist Candidates work in area schools during the week and take classes at CGU on Saturdays (10 sessions in the Fall, 10 sessions in the Spring) and in the evening one night a week. A mentor from CGU (called a Faculty Advisor) helps bridge the clinical/practical and the academic/theoretical by instructing the candidates' university-­‐based classes and providing on-­‐site support in their clinical settings. Candidates are either "interns," employed as fully-­‐responsible, fully-­‐salaried teachers or "residents" working under the tutelage of a CGU Master Teacher. In the fall term of Phase II, education specialist candidates complete 8 units. In the spring candidates also complete 8 units, for a total of 16 units in Phase II 2 CGU's Preliminary Credential Expedited Education Specialist -­‐-­‐ Mild/Moderate For General Educators Phase II Fall Term (8 units) EDUC 303 SP Teaching Learning Process II (TLP II) -­‐ 2 units The second in a four-­‐part series, this course is designed to prepare students for working within the K-­‐12 school system. The Education Specialist candidates work with general education candidates in Teaching/Learning Process II to learn effective classroom management (i.e., classroom procedures and expectations) and teaching strategies. They apply different theoretical and pedagogical orientations to standards based lessons modeled and designed during class. Candidates understand and apply unpacking of content standards to develop learning objectives to enhance quality of instruction and student learning. In addition, Education Specialist candidates learn positive behavior support techniques as implemented in collaboration with general educators, paraprofessionals, and parents. Candidates learn about various assessments for transitional programs and plans. Education Specialist candidates learn important formal, informal and alternative assessment measures, including ecological and functional assessment of both academic and social achievement to achieve success with students with mild/moderate/severe disabilities. Candidates learn specific instructional strategies in reading, writing, math, and communication skills to effectively access standards-­‐based curricula and address IEP goals and objectives. Selecting appropriate accommodations/modifications within each content area will be emphasized. EDUC 303A SP Special Education Internship Teaching -­‐ 2 units or EDUC 303C SP Special Education Residency Teaching -­‐ 2 units In Phase II, education specialist candidates are either “interns” employed as fully-­‐
responsible, fully-­‐salaried teachers in area schools or are “residents” working under the tutelage of a CGU Master Teacher. EDUC 303A (for interns) or EDUC 303C (for residents) is the clinical class that accompanies the Fall classes of Phase II. Both “interns” and “residents” are mentored by CGU Faculty Advisors who provide on-­‐site guidance, support, and evaluation of the candidates at their clinical settings. EDUC 396 Case Management and Effective Collaborative Practices for Students with Mild to Moderate Disabilities -­‐ 2 units Case management and Effective Collaborative Practices in Special Education for Students with Mild to Moderate Disabilities is designed to provide candidates with important principles of special education that promote collaboration among multi-­‐disciplinary team members, including related service providers, parents, paraprofessionals, and administrative staff, to plan successful instructional programs and transitional services across a wide range of settings. Candidates will learn strategies for developing effective case management skills, including decision-­‐making techniques for students with mild/moderate disabilities, as well as those referred for special education services in order to provide the most effective services for students. Additionally, candidates will participate effectively as a team member and/or case manager for the IEP/transition planning process including developing appropriate goals based on standards that support access to the core 3 CGU's Preliminary Credential Expedited Education Specialist -­‐-­‐ Mild/Moderate For General Educators curriculum. Candidates will apply their understanding of interpersonal relationship in education settings, including group dynamics, co-­‐teaching models, and principles of ethics to develop the leadership skills necessary for education specialists in K-­‐12 environments. Phase II Spring Term (8 units) EDUC 305SP Teaching/Learning Process III (TLP III) -­‐ 2 units The third in a four-­‐part series, this course is designed to further prepare students for working within the K-­‐12 school system. TLPIII deepens the candidates understanding of the cultures of school and community, and how both influence the success of students in their classrooms. Developing meaningful interactions with families, related service providers, and community members is one focus of this course. Candidates will additionally deepen their understanding of assessment measures, specifically curriculum-­‐
based measurement, progress monitoring, and functional behavior assessment, and apply their understanding to a variety of situations to effectively meet the individual needs of students in their classroom. Students will develop skills for addressing conflict within the classroom and school. They will analyze data from a variety of sources, and make informed decisions regarding instruction and placement for students with disabilities. Students will have the opportunity to hone their leadership and collaboration skills as they continue to work within multi-­‐disciplinary teams. A primary goal of this course is to enable the students to meet the core , mild/moderate, and moderate/severe program standards for the preliminary Education Specialist credential. EDUC 305A SP Special Education Internship Teaching -­‐ 2 units or EDUC 305C SP Special Education Residency Teaching -­‐ 2 units Internship and Residency teaching continues during the spring term as candidates continue to progress per the California TPEs. Candidates’ growth is usually strongest during this semester as multiple aspects of teaching come together. Occasionally it is determined that a candidate is not sufficiently progressing towards competency per the TPEs and, accordingly, an Individual Program Plan is drafted that allows the candidate to receive additional CGU support in the academic year to come. It should be noted that most students who take this path are highly successful in their second year. As such, this option is not seen as a failure but instead as an opportunity to ensure each candidate is on the path to becoming an outstanding teacher. EDUC 338-­‐1 Emotional, Behavior, and Health Issues in Special Education Part 1 -­‐ 2 units This course is the first in a two part series. Course participants will learn advanced emotional and behavior methodology that encourage social justice and supports the academic and social needs of students with disabilities. Part 1 specifically focuses on integrating fundamental research frameworks that are the foundation of positive behavior supports for students. Participants will explore assessment and observation practices necessary to conduct effective functional behavior analysis assessments. Applied behavior 4 CGU's Preliminary Credential Expedited Education Specialist -­‐-­‐ Mild/Moderate For General Educators analysis methodologies as well as the impact of environmental design and instruction of replacement behaviors will be integrated. Participants will use the process of the development of positive behavior support plans to collaborate with general educators, parents, and related service providers to make data-­‐based decisions regarding the needs of diverse learners. A clinical experience is required to complete course assignments. Phase III: Post-­‐Teaching Phase (10 Units) Phase III begins in mid-­‐May and concludes at the end of July. Education specialist candidates complete 3 courses during this time. EDUC 308 Teaching/Learning Process IV (TLP IV): Child Development Theories and Applications in Diverse Inclusive Classrooms -­‐ 4 units Teaching/Learning Process IV will examine dominant theories of child development and education , including behaviorism, constructivism, social-­‐constructivism, brain-­‐based learning and critical pedagogy. These educational philosophies and learning theories will be used to address major questions concerning special education teachers, including collaboration and transition, social and educational change and how they impact assessment and instruction, the assessment and evaluation of special education students, and collaborative team building. EDUC 338-­‐2 Emotional, Behavior, and Health Issues in Special Education Part 2 -­‐ 2 units This course is the second in a two part series. Course participants will learn advanced emotional and behavior methodology to support the academic and social needs of students with disabilities for social justice. Part 2 specifically focuses on the design and implementation of functional analysis assessment to design positive behavior support and intervention plans. Participants will utilize assessment data and research based methodology to design and implement a positive behavior support intervention plan. Applied behavior analysis methodologies, positive environmental supports, and implementation of functional replacement behaviors as well as differential reinforcements will be emphasized. Participants will demonstrate collaboration with general educators, parents, and related service providers to make data-­‐based decisions regarding the needs of diverse learners. EDUC 339 Evidence-­‐Based Practices for Students with Disabilities -­‐ 4 units This course will emphasize the application of evidence based and multi-­‐faceted methodologies and practices to effectively engage students with a variety of mild, moderate, and severe disabilities. Students with mild/moderate/severe disabilities include students with specific learning disabilities, autism, emotional and behavioral disorders, intellectual disabilities, physical disabilities, and other health impairments (specifically attention deficit and attention deficit hyperactivity disorder). Students will understand how the characteristics and development of learners with exceptional needs 5 CGU's Preliminary Credential Expedited Education Specialist -­‐-­‐ Mild/Moderate For General Educators impact achievement in school settings. Evidence-­‐based strategies for student motivation, accountability practices, progress monitoring techniques, transition, learning and cognitive strategies, and self-­‐determination and advocacy skills will be emphasized to provide successful access to core curriculum and the general education environment. For more information about our Education Specialist Credentialing Program, please contact the CGU Teacher Education Internship Program at 909/621-­‐8076. 6