NCATE STANDARD 4: Diversity
The unit designs, implements, and evaluates curriculum and provides experiences for candidates
to acquire and demonstrate the knowledge, skills, and professional disposition necessary to help all students learn. Assessments indicate that
the candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse
populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools.
A. HOW DOES THE UNIT PREPARE CANDIDATES TO WORK WITH ALL STUDENTS?
COUNSELOR EDUCATION
COURSE
COED 616
Cultural and
Diversity
Issues in
Counseling:
Theory and
Practice
EDUCATIONAL COURSE DESCRIPTION &
OBJECTIVES
COURSE DESCRIPTION: This course emphasizes
multicultural understanding, self-awareness, skill
building, and professional development in order
to produce appropriate clinical services with
diverse populations. Previously established
counseling skills, understanding, and personal
attitudes are expanded and further challenged
using experiential and didactic learning. This
course provides for an understanding of such
diversity factors as race, nationality, religion,
socio-economics, education, gender, sexual
orientation, disability, and physical characteristics
impacting the counseling process through
reading, case studies, film, and experiential
learning.
COURSE OBJECTIVES:
1.To increase the students’ awareness and
sensitivity in understanding their own worldview
and culture as a basis from which counseling
others proceeds (CACREP II G2b)
EVIDENCE
DEMONSTRATION/ASSESSMENT
Candidates prepare, present and
discuss their cultural background
and explain its influence on their
worldview
Presentation demonstrating an
understanding of their personal
culture and worldview to others
2. To foster and maintain a safe environment
Candidates gain an increased
Pre-test (9+page) assessment of
where self-examination on issues of bias and
prejudice can be explored, in particular as to how
these impact the counseling relationship.
(CACREP II G2a & 2b)
awareness of and sensitivity to
current diversity issues within and
between groups
self-awareness, knowledge and
skills of culturally competent
counselors
Weekly small group discussion of
issues in current events
Completion of Safe Zone training
3. To gain an understanding of individual, couple,
and family counseling with diversity issues
involving nationality, race, religion, socioeconomics, age, gender, disability and sexual
orientation issues (CACREP IIG 2, 2c)
4. To develop personal and professional
development strategies for continues selfmonitoring in order to address prejudices and
biases as they arise in counseling and be able to
understand oppression and internalized
oppression and utilize advocacy techniques to
insure social justice (CACREP IIG2d)
Candidates learn and internalize a
framework for examining and
understanding theirs’ and others’
biases and prejudices and learn
appropriate dialogue and
interventions
Candidates explain their
professional development and
diversity competencies in terms of
specifically chosen goals , ethical
concerns, strategies and personal
awareness development
Immersion experiences in a
particular diverse population –
culminating in a group
presentation
Case study work incorporating
diversity counseling concepts and
applying multicultural theories,
ethics, skills and competencies
Challenge immersion experience
with a culturally different person
or group
Journal writing to process
personal and professional
challenges
Post-Test Assessment and
development of a Professional
Development Plan (PDP)
5. To explore, apply, assess, and integrate various
Candidates apply multicultural /
Preparation of diversity
theories of multicultural counseling and racial
identity development along with assessment and
counseling strategies used with diverse clinical
populations into culturally relevant strategies.
(CACREP II G2e)
6. To discuss ethical implications of providing
culturally competent services to those clients
whose ethnic and cultural backgrounds differ
from that of the counselor and to incorporate
those ethical concerns into a Professional
Development Plan (PDP). (CACREP II G2f)
COED 611:
Introduction
to
Counseling
Theories
and
Techniques
COURSE DESCRIPTION: This course is designed to
introduce students to the variety of theoretical
models that underlie the practice of counseling
and techniques associated with them. Theories
and techniques that provide a framework for the
process of counseling will be explored. The
course will provide a systemic, comprehensive
and balanced overview of the leading
COURSE OBJCTIVE:
diversity theories, ethics, and
competencies to various counseling
scenarios
Candidates explain their
professional development and
diversity competencies in terms of
specifically chosen goals, ethical
concerns, strategies, and personal
awareness.
6. Candidates showed Approval and
Reassurance: When appropriate
communicated empathy and
understanding to reinforce,
normalize, support, or encourage
continued exploration. Exhibited
understanding of client’s issues and
beginning to incorporate diversity
and multicultural awareness with
multicultural and diversity
sensitivity.
9.Candidates Reflecting Meaning
and Values: Demonstrated
understanding behind unexpressed
counseling strategy notebook
Case study work and discussion
Film review and discussion
Preparation and execution of an
immersion challenge
PDP
Role plays and development of
conversation starters
Mid-term and Final Assessment of
Progress: Numbers 6 & 9
meaning and beliefs in order to help
the client step back from the issue
to understand what his or her core
beliefs really are.
COED 641:
Practicum:
Individual
Counseling
Techniques
COURSE DESCRIPTION: This course integrates
varying theoretical approaches to counseling
through clinical practice. It also requires
progressive clinical proficiencies in the
assessment, diagnosis, planning and execution of
counseling, while demonstrating effectiveness in
the use of behavioral science and theory, tools,
and techniques of counseling and psychotherapy.
COURSE OBJECTIVE:
Assessment of Progress standards:
6. Candidates showed approval and
reassurance: When appropriate,
communicated empathy,
understanding, and
cultural/diversity awareness to
reinforce, normalize, support, or
encourage continued exploration
9. Candidates reflected meaning
and values: Demonstrated
understanding behind unexpressed
meaning, beliefs, and cultural values
in order to help the client step back
from the issue to understand what
his or her core beliefs really are.
14. Theoretical Application:
Demonstrated understanding and
application of theory with
consideration to cultural
appropriateness.
15. Development: Demonstrates
Mid-term and Final Assessment of
Progress: Numbers 6, 9, 14,15,
and understands the skills and
processes for counseling academic,
career, and personal/social
development, including racial and
sexual identity development.
COED 642:
Practicum
Group
Counseling
Techniques
COED 671:
Secondary
School
Counseling
COURSE DESCRIPTION: Four integral components
of this course include first, the development of
group counseling skills,; second, organizing,
implementing and evaluating counseling groups;
third, the acquisition and demonstration of
advanced group counseling skills through clinical
practice; and fourth, the enhanced use of self as a
helping agent as a result of personal and
professional growth and development associated
with group participation.
COURSE OBJECTIVE:
Assessment of Progress standard:
49. Candidates demonstrate
understanding of skills and
processes for counseling students
though group counseling for: a.
academic development, b. career
development, and c. personal/social
development; exhibiting cultural
awareness and knowledge.
COURSE DESCRIPTION: The course focuses on
the functions, roles, and current issues of
secondary school counselor. Content areas
include foundations of secondary school
counseling, knowledge and practice of school
counseling, assessment, and consultation. Major
concerns of adolescents and counseling
Mid-term and Final Assessment of
Progress: Number 49
approaches to assist these concerns are also
included.
COURSE OBJECTIVES:
5. Diversity and advocacy issues as they pertain
to school counseling (E-1, 2, 3, 4).
Poster Presentation on issues such
as teen pregnancy, student
violence, sexual minorities,
bullying, 504 plans, etc.
Group power point presentation
discussing relevant current events.
Action research paper which
identifies current issues at area
public schools & highlights the
importance of advocacy relating
to that issue.
COED
691/2/3:
Internships
in
Elementary
School
Counseling;
Middle
School
Counseling,
and High
School
Counseling
6. Assessments related to the influence of
multiple factors that may affect the personal,
social, and academic functioning of students, as
well as academic, career, and personal/social
development (F-1, 3).
COURSE DESCRIPTION: The course requires that
each semester hour credit is the equivalent of
100 contact hours. Counselor Education faculty
will determine credit hours available to each
student. Students must register for three
semester hours available for each internship.
COURSE OBJECTIVES:
Comprehensive final exam.
Assessment of Progress standard:
Mid-term and Final Assessments
5. Encourage further development of effective
school counseling skills, including collaboration,
leadership, and advocacy.
of Progress: #’s 4, 5, 6, 8
4. Uses culturally sensitive techniques
5. Uses client cultural background
appropriately in assessment,
diagnosis, and treatment
6. Works effectively with clients who
are culturally different from self
8. Facilitates appreciation for the
cultural, lifestyle, and gender
diversity of the school population
8. Allow students to refine skills in
conceptualizing the counseling process from a
theoretical framework appropriate to the client’s
issues in light of family and cultural influences,
development stages, and environmental factors.
11. Apply an understanding of multicultural
counseling competence in interactions with
students, parents, teachers, and other
professionals.
12. Highlight diversity/cultural considerations in
all of the school counselor’s work with schools
and communities via the technological
presentation of the action research inquiry
question, data gathering, and disaggregation.
Weekly immersion experiences in
area public schools.
Journal writing to process weekly
experiences.
Weekly immersion experiences in
area public schools.
Journal writing to process weekly
experiences.
A. HOW DOES THE UNIT PREPARE CANDIDATES TO WORK WITH ALL STUDENTS?
SOCIAL WORK
COURSE
SOWK 601
HBSE I
EDUCATIONAL COURSE DESCRIPTION &
OBJECTIVES
COURSE DESCRIPTION: This course challenges
students to explore their own values and
culture in an effort to create an inclusive
EVIDENCE
DEMONSTRATION/ASSESSMENT
Candidates prepare 2
development papers about their
cultural background
Development Paper I & II
Week 3 Discussion
SOWK 602
HBSE II
SOWK 611
Social
Welfare
Policy I
SOWK 621
Research I
SOWK 631
Practice I
SOWK 632
Practice II
viewpoint of human diversity.
COURSE OBJECTIVES: 3. Differentiate the
effects of culture in relation to environmental,
societal, and personal challenges.
COURSE DESCRIPTION: …impacts of racial,
ethnic, class, cultural, religious/spiritual, and
gender diversity on behavior.
COURSE OBJECTIVES: 3. …class, race, gender,
sexual orientation, age, mental and physical
abilities, religion, etc.
5. Appraise how the social work value of
diversity relates to…
COURSE DESCRIPTION: Consideration is given
to the differential impact of social welfare
policy on diverse populations…
COURSE OBJECTIVES: 7. Evaluate the impact
of social welfare policies on diverse segments
of society…
COURSE DESCRIPTION: …racism, sexism,
homophobia/heterosexism, poverty…
“…racism, ethnic, sexual orientation, sociocultural, and gender characteristics…
COURSE OBJECTIVES: 7. Related ethical,
value, and culture issues to the conduct of
social work research.
COURSE DESCRIPTION: This course focuses on
introductory generalist practice models with
diverse populations…
COURSE OBJECTIVES: 6. Illustrate an
appreciation of diversity in social work practice
and become aware of biases and assumptions
in order to understand their sense of “other”
COURSE DESCRIPTION: This course focuses on
introductory generalist practice models with
Candidates prepare a group
presentation on diversity and
social
Candidates prepare a policy
analysis paper evaluating social
welfare policies on diverse
segments of the population
Group Presentation
Session 4
Session 5
Session 12
Session 13
Session 14
Policy Analysis Paper
Session 7
Session 8
Session 9
Candidates prepare 2
development papers about their
cultural background
Week 4
Week 5
Candidates prepare 2
development papers about their
cultural background
Week 3
Cultural Competency Paper
Candidates prepare 2
development papers about their
Review paper (“level of cultural
SOWK
641/642
Foundation
Practicum &
Seminar
SOWK 679
Advanced
Standing
Bridge
Course
SOWK 682
Biopsychosocial
Assessment
SOWK 761
Social
Welfare
Policy II
SOWK 772
diverse populations…
COURSE OBJECTIVES: 6. Employ a group and
community practice whereby they understand,
appreciate, and intervene with diverse
populations…
COURSE DESCRIPTION: Social construction
and empowerment theories help focus toward
a respect for diversity…;… valuing and
respecting diversity…
COURSE OBJECTIVES: 3. …demonstrating
sensitivity to issues of ethnicity, age, race,
gender, sexual orientation, class, and cultural
differences.
COURSE DESCRIPTION: Social and economic
justice, social work values and ethics,
populations-at-risk, and diversity are
examined.
COURSE OBJECTIVES: 5. assess ethics, values,
and cultural issues…; 6. develop an
appreciation of diversity…; 7. exhibit
knowledge of the influences of race, gender,
ethnicity, age, sexual orientation…
COURSE DESCRIPTION: …diverse cultures will
be explored through assessment…
COURSE OBJECTIVES: …understanding of and
respect for the positive value of both diversity
and culture.
COURSE DESCRIPTION: …broadening students’
repertoire…pertaining to ethnic minorities,
diversity, and socio-economic status…
COURSE OBJECTIVES: …ethnic and
social/religious/regional minorities…
marginalized groups…
COURSE DESCRIPTION: …gender, sexual
cultural background
competence”)
Candidates prepare 2
development papers about their
cultural background
Session 2
Candidates prepare 2
development papers about their
cultural background
Integrative Assignment (Milagro
Beanfield War)
“Ism” Assignment (“3. Draw in social
and economic justice, diversity…”
Day 1 (“Cultural Competence”)
Day 2(“Multiculturalism”)
Day 3 (“Theory, practice, & diversity”)
Candidates prepare 2
development papers about their
cultural background
Group presentation regarding
differential diagnosis and role race,
culture, ethnicity, and sex play in
treating and diagnosing mental health
disorders.
Session 5
Session 6
Session 7
Socio Drama Skit
Candidates prepare 2
development papers about their
cultural background
Candidates prepare 2
Online NIH tutorial and includes the
Research II
SOWK 783
Practice III:
Community
Practice
SOWK 784
Practice III:
Family
Practice
SOWK 785
Integrative
Seminar
SOWK
791/792
Foundation
Practicum &
Seminar
identity, economic status, and disabilities…
Institutional racism, sexism,
homophobia/heterosexism…racial, ethnic…
COURSE OBJECTIVES: …cultural, ethnic, and
racial minorities, women, disabled…
development papers about their
cultural background
COURSE DESCRIPTION: …the needs of
vulnerable and diverse populations… through a
critical multicultural lens.
COURSE OBJECTIVES: …critically evaluated the
needs of… diverse members of the
community…
COURSE DESCRIPTION: …practice with diverse
families and populations at risk…
COURSE OBJECTIVES: …apply models of
practice with diverse families…
Candidates prepare 2
development papers about their
cultural background
COURSE DESCRIPTION: …issues of…diversity
across multiple dimensions…
COURSE OBJECTIVES: …practice dilemmas
through a multicultural lens.
COURSE DESCRIPTION: …practice with diverse
populations…
COURSE OBJECTIVES: Work with diverse
groups.
Candidates prepare 2
development papers about their
cultural background
following: a consideration of ethical
aspects of the proposal inquiry.
Final paper students must write using
nonsexist terms. In fact, students are
responsible to include information on
ethics, culture, diversity, social justice,
sexism, disabilities, racial/ethnic
identity, sexual orientation, age.
Week 5(“Creating and Celebrating
diversity in Organizations”) Readings
Week 6 (“Diverse Communities…”)
Readings
Candidates prepare 2
development papers about their
cultural background
Candidates prepare 2
development papers about their
cultural background
Week 4 “Context, diversity, and high
risk families…” Readings
Week 5 “Culturally sensitive family
practice… race, gender, sexual
orientation, disability…” Readings
Group Projects, mini projects, and
paper/poster will reflect understanding
and integration of diversity.
Session 3 “Diversity in micro and mezzo
contexts.” Reading and Discussion
EDUCATIONAL LEADERSHIP
COURSE
EDEL 621
Organization
and
Management
of Public
Schools
EDEL 614
Supervision
and
Evaluation of
Instruction
EDUCATIONAL COURSE DESCRIPTION &
OBJECTIVES
Students will develop an understanding of the
varied managerial duties and responsibilities of
school (Pk-12) and district level administrators.
Students will study the role of an educational
leader as a manager in school planning;
organizing time, space and records; masterscheduling; staffing; budgeting and purchasing;
attending to staff and student safety; managing
and overseeing diverse populations in staff and
student groups; overseeing school plant and
grounds; and coordinating school programs for
student activities, transportation, custodians,
clerks, and food services employees. Through
application of current research in the field of
educational leadership and exploration of course
content, students will apply an understanding of
systems to school improvement and the support
and development of educational environments
to enhance opportunities for academic success
of all students.
This course will examine the school as a
community of diverse learners and the
interdependence of diverse communities,
individuals, and programs. While examining
these issues the course will focus on instructional
supervision and transformational leadership. As
part of the content of this course, characteristics
of effective and exemplary schools will be
presented along with theories of supervision.
EVIDENCE
DEMONSTRATION/ASSESSMENT
Candidates develop a school
improvement plan utilizing data
taken from the Virginia Department
of Education (VADOE). The Plan
includes short and long term goals
for school improvement and must
focus on improving academic
achievement for All students. The
utilization of actual school data
allows candidates to directly
address plans for addressing needs
of subgroup populations, which are
reported by ethnicity and special
needs.
Candidates, using data gathered
from the VA DOE web site
( www.pen.k12.va.us ) select a
school that is accredited warned
and/or has not made AYP.
Develop, based on that schools’
reported data, a school
improvement plan with 3 short
term goals (1 yr.) and three long
range goals (3 yrs.). Explain
carefully, how each goal will be
implemented, evaluated, and
how it impacts student learning
with attention directed to the
specific needs of diverse learners
as presented in subgroup data.
Candidates respond to a case study
involving instructional issues in a
suburban middle school.
Candidates must respond to two
teachers in need of assistance and
must develop plans to help the
teachers improve instruction to
meet the needs of all students.
Students must utilize a variety of
EDEL 614 Supervision and
Evaluation of Instruction
Individual Assignment on
Supervising and Evaluating
Instructional Improvement:
You are the Principal of Clintwood
Middle School. This is your first
year at Clintwood. Clintwood is a
Course content also includes the incorporation of
planning for instructional supervision. Included
in the study of instructional supervision will be
leadership job responsibilities and varied
methods of assessment and time management.
Learning styles will also be reviewed by
examining learning style theory and strategies
for applying theory to practice. The course will
explore the issue of teachers as adult learners
and will examine the stages of adult
development and factors influencing teacher
development. The development of supervision
and supervisory models are presented in the
content as well as looking at the continuum of
supervisor behavior. Current research will be
provided with respect to the evaluation of
diverse instructional programs and the specific
need for the use of data in such evaluation
programs. Staff development will be introduced
with models for developing appropriate and
differentiated staff development programs. The
content of the course also provides
methodologies for the use of direct assistance to
teachers through clinical supervision, mentoring,
peer coaching and modeling.
styles to help the teachers grow
professionally and assure that
instruction is diversified to address
the needs of all learners. Teacher
performance evaluation must be
included.
grade six through eight middle
school with four teams at each
grade level. It is in a suburban
community. The student
population is 1200; at present the
population is 50% Caucasian, 20%
African-American, 14% Hispanic,
10% Asian, 6% Other. 90% of
eighth grade students are in
Algebra I. The Algebra I test
scores have been slowly declining
over the past four years and for
the past two have been 15
percentage points below the
minimum pass rate of 70%; these
low scores are keeping the school
and division from meeting
Accreditation Standards. Within
sub-groups, Caucasian male and
female students pass with
generally high scores – ranging
form 80% -95%, although males
generally have about a 10% lower
score than their female
counterparts. African-American
students have scores ranging from
55% - 80%, with males in this
group having scores ranging from
55%-67%. Hispanic student scores
range from 40%-60%, with males
scoring slightly higher, but not
significantly higher than females.
Asian students have scored well in
the past but over the last two
years scores have dropped to 70%
- 85%, with females scoring in the
70% range. The largest
percentage of low test scores
come from students on two teams
the Rangers and the Rockets.
Mr. Rodriguez is the Algebra I
teacher on the Rangers. He is a
second year teacher. His
predominate style is direct
instruction with worksheets
serving as the main guided
practice format. Students indicate
he does not teach the entire
period because he gets tired of
lecturing and doing practice
questions on the board. Concepts
are presented as rather matter of
fact, and as isolated concepts.
Little attention seems to be paid
to the division Algebra I
curriculum scope and sequence
guide (based on state standards).
Mrs. Nguyen is the Algebra I
teacher on the Rockets. She has
been teaching at Clintwood for 10
years and was an algebra and
geometry teacher at the high
school for 8 years prior to that.
Her teaching style is very similar
to Mr. Rodriguez’s. Her students
scored well in the past but the
student population is not what it
used to be. Her big complaint is
students do not pay attention in
class and fail to bring in
homework.
It is very clear when data is
disaggregated that these two
teachers are central to the low
score issues in your school. How
will you work with these two
teachers to improve instruction
and student learning?
Assignment:
EDUC 615
Principals of
Curriculum
Development
Students will develop understandings of the
philosophical, sociological, historical, economic,
and psychological foundations related to K-12
curriculum design. They will examine emerging
trends and democratic values and goals in a
multicultural society, as well as curriculum
alignment, scope and sequence, and state
regulations pertaining to learning. Students will
explore and apply models of curriculum
development, and will develop a personal
philosophy of curriculum. This course can serve
Candidates, using a research based
model for curriculum development,
create a school improvement plan
addressing the diverse needs of all
students and stakeholders.
For each teacher, identify three
instructional improvements which
address specific needs of diverse
learner groups and explain how
you will work with the individual
teacher to implement and
evaluate these improvements.
Individual student plans are
evaluated by the course
instructor. The Plan should detail
specifically and in priority order a
course of action. It proposes a
need for visioning and
collaboration with all stakeholders
and is focused on improvements
which promote increased student
learning.
as the Curriculum Development major course for
Masters in Education Curriculum and Instruction
concentration students.
The Plan should adhere to an
acceptable model of curriculum
development, such as the Oliva
Model, and should include:
•
a statement of needs
related to diverse needs of All
students and society,
•
curriculum
goals/objectives and their
alignment to standards,
•
research-based
instructional strategies,
•
assessments aligned with
curriculum and instruction,
•
analysis/disaggregation of
student data
•
professional development
to support student success.
A rationale for including each
action is noted. The presentation
must be free of spelling, grammar
and mechanical errors.
READING
COURSE
EDRD 695:
Alternative
Approaches
to Reading
Instruction
EDUCATIONAL COURSE DESCRIPTION &
OBJECTIVES
COURSE DESCRIPTION: This course examines
alternative approaches and individualized
interventions for reading instruction for students
who have exceptional learning needs. The
complex nature of the reading process is
explored. Alternative approaches for instruction
in varied reading skills are addressed and
students explore how alternative approaches to
instruction may supplement, extend or replace
ongoing classroom programs in order to meet
students individualized needs. Motivation,
emotional, linguistic and cultural factors
influencing reading and instructional planning are
considered.
COURSE OBJECTIVES:
1. Demonstrate knowledge of the linguistic,
sociological, cultural, cognitive, and psychological
bases of the reading process and how they
influence students' reading comprehension. (VGC
2b3; VPS 5; GC7K4; IRA 1.1, 1.3; VRS 6.a, 6.c)
2. Demonstrate knowledge of the motivational,
emotional, and cultural issues that influence
students literacy sturggles. (VGC 2b3; VPS 5;
CC6K1; IRA 1.1, 1.4, 4.1, 4.4; VRS 6.c)
3. Recognize how to create a learning
environment that is respectful of, and
responsive to, linguistic and cultural diversity and
exceptional learning needs. (CC 6K1; CC 6K2;
EVIDENCE
DEMONSTRATION
/ASSESSMENT
Students create rationales for four
child study interventions based on
readings of professional literature
related to the linguistic, sociological,
cultural, cognitive and psychological
processes that can influence a
child’s reading comprehension.
Students create a rationale for their
child study intervention based on
readings of professional literature
related to English language learners,
ethnic specific literature, and school
/community partnerships.
Students create and implement an
instructional plan for a child study
student based on readings of
professional literature
Students’ rationales are assessed
with a rubric that evidences their
knowledge of the linguistic,
sociological, cultural, cognitive
and psychological processes that
can influence a child’s reading
comprehension.
Students’ rationales are assessed
with a rubric that evidences their
knowledge of cultural issues that
we have read about and discussed
in class.
Students’ lessons and reflections
are assessed with a rubric that
evidences their ability to create a
learning environment that is
CC7S8; IRA 4.2; VRS 6.c, 6.d)
EDRD 688:
Foundation
of Literacy
Instruction
COURSE DESCRIPTION: This course is designed
to provide students with foundational knowledge
of the developmental stages of literacy
development, as well as important seminal
research within each stage. Students will also
gain knowledge of developmentally appropriate,
research-based instructional strategies for each
stage of reading development.
COURSE OBJECTIVE(S):
1. Demonstrate advanced knowledge of the
linguistic, sociological, cultural, cognitive, and
psychological bases of the reading process and
how they influence students' reading
comprehension (e.g., vocabulary knowledge,
prior knowledge and experience, fluency,
interest, motivation).
related to English language learners,
ethnic specific literature, and school
/community partnerships.
respectful of linguistic and cultural
diversity.
Candidates complete a Literacy
Autobiography assignment, in which
they self-reflect upon the homeand school-related influences upon
their personal literacy development.
The Literacy Autobiography
should include:
* Description and reflection of
sociological influences upon the
candidate’s literacy development,
including language and cultural
influences.
* Description and reflection of
psychological influences upon the
candidate’s literacy development,
including factors of motivation.
* Description and reflection of
the physical influences upon the
candidate’s literacy development,
including health, materials and
facilities.
* Discussion of how these factors
inform and influence the
candidate as a literacy educator.
EDRD 641:
Assessment
and
Intervention
for Language
Development
COURSE DESCRIPTION:
The purpose of this course is to provide
knowledge concerning the development of
language skills from birth to maturity, the
relationship between thought and language, and
language differences as a result of disability,
culture, and life experiences. Graduate students
will learn strategies for assessment and
intervention in the areas of oral language
development, world knowledge/spelling, and
written language acquisition.
COURSE OBJECTIVES:
1. Recognize characteristics of one's own culture
and use of language and the ways in which these
can differ from other cultures and uses of
language (CC6K3; IRA 1.3)
Students’ evidence their learning
about culture and language by
engaging in on-going discussions of
professional literature.
2. Critical issues related to culture, disability,
language and schooling
Students’ evidence their learning
about critical issues by engaging in
on-going reading and discussion of
research such as Why are so Many
Minority Students in Special
Education?
3. Recognize how to create a learning
environment that is respectful of, and responsive
to, linguistic and cultural diversity (CC6K1; IRA
2.2, 2.3, 4.2; VRS 6c)
Students must plan and implement
a word study assessment project as
well as a writing assessment project.
These lessons evidence their ability
to create a respectful and
responsive learning environment.
Students are required to respond
to focus questions and/or create a
graphic organizer as they are
making sense of the professional
literature. These are used for class
discussion and are reviewed by
the instructor.
Students are required to respond
to focus questions and/or create
a graphic organizer as they are
making sense of the critical
readings. These are used for class
discussion and reviewed by the
instructor.
Word study assessment projects
and writing assessment projects
are assessed with a rubric
that includes student background
and responsiveness to the
individual student as integral part
of planning.
EDRD 630:
Teaching
Reading in
the Content
Area
COURSE DESCRIPTION:
This course is designed to provide teachers with
the knowledge, skills, and dispositions essential
to teaching reading in the content areas. The
course instructor assumes a broad definition of
“teaching reading,” that reading is part of a
person’s literacy system with which the individual
uses and interprets visual, textual, and spoken
language to make sense of our world. The focus
of the course will be on making theory to practice
connections so that students can gain a deeper
understanding of literacy and learn about and
apply content area reading teaching strategies.
The course will emphasize the developmental
nature of literacy and the classroom strategies
that support learners that are linguistically and
culturally diverse.
COURSE OBJECTIVES:
1. Use a large supply of books, technology-based
information, and nonprint materials
representing multiple levels, broad interests,
and cultural and linguistic backgrounds. (IRA
4.2)
2. Adapt materials, programs, and strategies to
meet the needs of diverse learners based on
academic development, race, ethnicity, language,
socio-economic class, and gender.
Readings include an examination of
author’s perspective and text bias.
Students analyze and use print and
on-line texts across content areas
for course readings and in-class
activities.
Course readings and activities
include elementary –secondary
examples and use content area texts
in literature, social sciences, science,
and mathematics.
Students examine how authors and
texts represent cultural and
ideological perspectives.
Students read about, discuss and
Students write in response to
print, non-print and technologybased texts, using content area
literacy approaches.
Students write lesson plans that
include critical literacy approaches
that examine bias and ideological
perspectives in texts.
Students adapt lesson plans to
meet the needs of diverse
learners.
view videos on the differentiation of
materials, programs and strategies
to meet the needs of diverse
learners.
EDSP 669:
Diagnostic
and
Assessment
Procedures
for
Individuals
with
Disabilities
COURSE DESCRIPTION:
This course teaches the rationale, content,
technical adequacy, administration and scoring of
diagnostic educational instruments used with
students with disabilities. The emphasis is on
identifying areas of educational need in students
with disabilities. Diagnostic and informal
information is used to formulate a written and
oral report and recommendations for teachers
and /or parents. This includes assessment and
management of instruction and behavior that
includes an understanding and application of the
foundation of assessment and evaluation related
to best special education practice; of service
delivery, and curriculum and instruction of
students with disabilities.
COURSE OBJECTIVES:
1. Discuss issues, laws, policies, assurances and
due process rights related to assessment,
eligibility, and placement within a continuum of
services, ethical considerations, and influences of
diversity related to assessment, eligibility, and
placement of individuals with disabilities (CC1K6,
GC8K2, & VGCA2a3)
2. Identify similarities and differences among the
cognitive, physical, cultural, social, and emotional
needs of individuals with and without exceptional
learning needs.
3. Use assessment information to plan, evaluate,
and revise effective instruction that meets the
needs of all students, including those at different
developmental stages and those from differing
cultural and linguistic backgrounds. (IRA 3.3)
SPEECH PATHOLOGY
COURSE
EDUCATIONAL COURSE DESCRIPTION &
OBJECTIVES
EVIDENCE
DEMONSTRATION?/ASSESSMENT
EVIDENCE
DEMONSTRATION?/ASSESSMENT
Speech pathology is a fully accredited program
through (Council on Academic Accreditation in
Audiology (CAA ) and as such has an agreement
document (2008) AGREEMNENT FOR
RECOGNITION with NCATE which accepts the
standards without duplication and as such are in
compliance with program review
SCHOOL PSYCHOLOGY
COURSE
EDUCATIONAL COURSE DESCRIPTION &
OBJECTIVES
PSYC 665
School
Psychological
Services
COURSE DESCRIPTION: Provides an
understanding of the role of school psychologist
in education settings. Covers historical
antecedents of contemporary school psychology,
the types of methods, skills and knowledge that
the school psychologist applies in his or her job
and legal and ethical issues involved in providing
school psychological services. Students are
encouraged to do volunteer work in a school
setting in order to gain familiarity with problems
school psychologists encounter.
COURSE OBJECTIVES:
1. Students will observe and experience the
impact of cultural issues that impact home-school
collaboration and family home and community
on learning and school achievement.
2. Students will become knowledgeable of
federal and state legislation mandating special
education services to children with disabilities
and how those services are implemented.
Students will draft reaction papers
to weekly readings surrounding the
topics of ethics and laws as they
relate to school psychology.
3. Students will learn about the impact of culture
and working with parents from backgrounds and
geographical settings different from their own.
4. Students will have first-hand experiences
observing special education, regular education,
school psychology, and community services and
agencies.
PSYC 781
School
Psychology
Practicum I
COURSE DESCRIPTION: A pre-internship
experience for second-year school psychology
students offering supervised field work. Includes
intellectual, behavioral and curriculum-based
assessment techniques with emphasis on
educational interpretation and remedial
implications of assessment data. Supervised field
Students will spend two full days or
four half-days in a nearby public
school shadowing school
psychologists, and observing
elementary school day-to-day
routine.
A weekly reflection summarizing
the information and discussing
how the information added to
and/or changed the student’s
ideas about school psychology.
A written paper and oral
presentation is done by each
student reviewing a periodical
that publishes articles relevant to
school psychology as well as two
websites that provide useful,
current, information to practicing
school psychologists.
A written report of the shadowing
and observation experiences is
drafted and a presentation is
given detailing the experience.
interventions include pre-referral interventions,
consultation, individual and group counseling,
behavior management, in-service education,
parent training and counseling and program
evaluation. Students work under the dual
supervision of practicum instructor and on-site
field supervisor (certified, experienced school
psychologists). Students spend a minimum of
eight hours per week in the schools plus a twohour weekly seminar.
COURSE OBJECTIVES:
1. Students will gather accurate assessment data
through a variety of methods, including the
selection , administration, and interpretation of
standardized assessment instruments, behavioral
observation techniques, interviewing techniques,
curriculum-based assessment/measurement,
review of records and student products, and
dynamic assessment (NASP Domain 2.1).
2. Students will apply assessment data to the
development of workable and effective
intervention plans for children. Moreover,
students will gain experience implementing
intervention plans through indirect (consultation)
service delivery and direct (intervention delivery)
means.
Students complete two
comprehensive assessments and
prepare a resource packet for
teachers and/or parents relevant to
the assessment findings and/or
intervention recommendations.
Students present assessment
findings and psychological report
at a school eligibility meeting
within the school system.
Students complete two
comprehensive assessments during
the semester. Students also attend
various school based meetings.
Various school based meetings
may include an eligibility (504 or
IDEIA) meeting, FBA/MD meeting,
IEP/IAP meeting, and child
study/pre-referral meeting. These
meetings must be documented
and include a minimum of three or
more people representing
different areas of expertise (i.e.,
“multidisciplinary”). Thoughts and
comments from the meeting are
processed in the weekly group
seminar.
Students will have a meeting with
parents at least once during the
3. Students will conduct conferences with parents Students complete two
that provide parents with a clear and
comprehensive assessments and
PSYC 782
School
Psychology
Practicum II
understandable explanation of assessment
results (if applicable) and workable suggestions
for addressing the problems of the referred child.
Students will conduct these conferences in a
professional and courteous manner.
COURSE DESCRIPTION: A pre-internship
experience for second-year school psychology
students offering supervised field work. Includes
intellectual, behavioral and curriculum-based
assessment techniques with emphasis on
educational interpretation and remedial
implications of assessment data. Supervised field
interventions include pre-referral interventions,
consultation, individual and group counseling,
behavior management, in-service education,
parent training and counseling and program
evaluation. Students work under the dual
supervision of practicum instructor and on-site
field supervisor (certified, experienced school
psychologists). Students spend a minimum of
eight hours per week in the schools plus a twohour weekly seminar.
COURSE OBJECTIVES:
1. Students will gather accurate assessment data
through a variety of methods, including the
selection , administration, and interpretation of
standardized assessment instruments, behavioral
observation techniques, interviewing techniques,
curriculum-based assessment/measurement,
review of records and student products, and
dynamic assessment (NASP Domain 2.1).
2. Students will apply assessment data to the
development of workable and effective
intervention plans for children. Moreover,
prepare a resource packet for
teachers and/or parents relevant to
the assessment findings and/or
intervention recommendations.
semester to gain further
information/data to assist in
better understanding a child.
Students complete four
comprehensive assessments and
prepare a resource packet for
teachers and/or parents relevant to
the assessment findings and/or
intervention recommendations.
Students present assessment
findings and psychological report
at a school eligibility meeting
within the school system.
Students complete four
comprehensive assessments during
the semester. Students also attend
Various school based meetings
may include an eligibility (504 or
IDEIA) meeting, FBA/MD meeting,
PSYC 795
School
Psychology
Internship I
students will gain experience implementing
intervention plans through indirect (consultation)
service delivery and direct (intervention delivery)
means.
various school based meetings.
3. Students will write assessment/RtI reports that
clearly communicate reason for referral,
background information, observations,
assessment results/monitoring, and suggestions
for intervention planning.
4. Students will conduct conferences with parents
that provide parents with a clear and
understandable explanation of assessment
results (if applicable) and workable suggestions
for addressing the problems of the referred child.
Students will conduct these conferences in a
professional and courteous manner.
COURSE DESCRIPTION: A full-time paid
professional experience under the dual
supervision of a member of the School
Psychology Committee and an approved on-site
field supervisor. Intern functions as a staff
member in professional settings to gain
experience in the use and application of
psychological techniques and procedures used in
performing the services of a professional school
psychologist. Internship grades recorded as
“Pass” or “Fail.” Courses must be taken in
sequence and may not be taken concurrently.
Students complete four
comprehensive assessments during
the semester.
Students complete four
comprehensive assessments and
prepare a resource packet for
teachers and/or parents relevant to
the assessment findings and/or
intervention recommendations.
IEP/IAP meeting, and child
study/pre-referral meeting. These
meetings must be documented
and include a minimum of three or
more people representing
different areas of expertise (i.e.,
“multidisciplinary”). Thoughts and
comments from the meeting are
processed in the weekly group
seminar.
Students present assessment
findings and psychological report
at a school eligibility meeting
within the school system.
Students will have a meeting with
parents at least once during the
semester to gain further
information/data to assist in
better understanding a child.
PSYC 796
School
Psychology
Internship II
Interns are required to attend our on-campus
seminars each semester.
COURSE DESCRIPTION: A full-time paid
professional experience under the dual
supervision of a member of the School
Psychology Committee and an approved on-site
field supervisor. Intern functions as a staff
member in professional settings to gain
experience in the use and application of
psychological techniques and procedures used in
performing the services of a professional school
psychologist. Internship grades recorded as
“Pass” or “Fail.” Courses must be taken in
sequence and may not be taken concurrently.
Interns are required to attend our on-campus
seminars each semester.