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Antioch University Los Angeles Antioch University Santa Barbara Program Standards for Education Specialist Mild/Moderate Submitted to the Commission on Teacher Credentialing November, 2012 Luis Pedraja, Ph.D. Provost, Vice President of Academic Affairs Antioch University Los Angeles 400 Corporate Pointe Culver City, CA 90230 (310) 578-1080 ext 408 [email protected]Marianne D’Emidio-Caston, Ph.D. Antioch University Santa Barbara 801 Garden Street Santa Barbara, CA 93101 (805) 962-8179 ext 5327 [email protected]J. Cynthia McDermott, Ed.D. Antioch University Los Angeles (310) 578-1080 ext 352 [email protected]
Au education specialist mild moderate 2012 revised 2013-2
1. Antioch University Los Angeles Antioch University Santa
Barbara Program Standards for Education Specialist Mild/Moderate
Submitted to the Commission on Teacher Credentialing November, 2012
Luis Pedraja, Ph.D. Provost, Vice President of Academic Affairs
Antioch University Los Angeles 400 Corporate Pointe Culver City, CA
90230 (310) 578-1080 ext 408 [email protected] Marianne
DEmidio-Caston, Ph.D. Antioch University Santa Barbara 801 Garden
Street Santa Barbara, CA 93101 (805) 962-8179 ext 5327
[email protected] J. Cynthia McDermott, Ed.D. Antioch University
Los Angeles (310) 578-1080 ext 352 [email protected]
Resubmitted June, 2013 Resubmitted November, 2013
2. READ ME FIRST This document now contains a bookmark entitled
Supplemental Documentation in Response to Program Assessment
Feedback. This bookmark leads to a Grid that directly responds to
the CTC request for additional information and the syllabi and
other documents that serve as evidence. Note to Reader: In order to
access the full functionality of this document, the reader must
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3. The first column of the Grid identifies the elements as
stated by the CTC as needing additional evidence. The second column
of the Grid provides the source of this evidence (such as syllabi)
and the corresponding Antioch University campus (either SB or LA).
The third column provides line numbers in each document that enable
easy access to the evidence that has been identified. The fourth
column contains brief comments, as needed, regarding the source of
the evidence such as class activity, required reading, etc.
4. Program Standards for Education Specialist Teaching
Credentials Program Standards Program Standard 1: Program Design,
Rationale and Coordination Each program of professional preparation
is coordinated effectively in accordance with a cohesive design and
sound evidence-based practices relevant to the contemporary
conditions of schools. The design must reflect the full range of
service delivery options, including general education, and the
knowledge and skills to meet the needs of students in the specific
areas authorized by the credential. The program has an
organizational structure that forms a logical sequence between the
instructional components and field work, and that provides for
coordination of the components of the program. The program
describes a plan that allows for multiple points of entry. Each
program of professional preparation is coordinated effectively in
accordance with a cohesive design and sound evidence-based
practices relevant to the contemporary conditions of schools.
Antiochs Response: The Educational Specialist: Mild/Moderate
Credential Program relies on the program chair and credentials
analyst to adhere to all state laws and University policies
regarding advice, assistance, and admission of candidates,
selection of faculty, design and implementation of curriculum,
collaboration with practicing professionals, program evaluation,
and determination of candidate competence. The program chair
advises the Vice President for Academic Affairs (VPAA) and other
Antioch officials in regard to credentials and policies, student
and teacher recruitment. The Credential Analyst maintains and
distributes credential advisement information and answers questions
for students. Antioch University maintains an advisory council
composed of local special and regular educators in public schools
as well as representatives from local institutions of higher
education. The advisory council members make recommendations with
regard the design evidence based school practices, and the
relevance to conditions of local schools in both communities in
which Antioch campuses are located. The program chair serves on
campus committees which enable and maintain a coordination and
communication function. Campus governance and administrative
committees serve to assist the seamless interaction among
departments. Specifically, the admission director, registrar,
financial aid, and credential analyst, are in regular communication
with each other and the program chair as it relates to effectively
coordinating the program. Through the advisory council, university
supervisors and faculty and on-going communication with field based
teachers, a system of communication and coordination is 1
5. in place. This structure allows for input and feedback,
including placement and progress of student teachers, credential
clarification, and evaluation of the program design. The design
must reflect the full range of service delivery options, including
general education, and the knowledge and skills to meet the needs
of students in the specific areas authorized by the credential.
Embedded field experiences in the full range of delivery options
and in all specific areas authorized by the credential are offered
in TESE 536A Field Exploration in Special Education (in Santa
Barbara) and TEP 565 Adaptation Pedagogy (in Los Angeles). In these
respective courses on each campus candidates observe multiple
service delivery options and reflect on the benefits of each for
students who qualify for a variety of disability categories. In
addition, all candidates in Santa Barbara have a field placement
for one quarter in a general education setting, TEP 533 Field
Practicum (SB) (LA), and two quarters of student teaching, TESE
512A/B and 515A/B Student Teaching Mild/Moderate with Professional
Seminar I and II (SB) (LA), in a special education mild/moderate
setting. In Los Angeles, candidates have field experience in TEP
565 Adaptation Pedagogy. Knowledge and skills to meet the needs of
students in the mild to moderate disability designations are
learned in TESE 516 (SB) (LA) and TESE 517 Understanding and
Teaching Students with Mild to Moderate Disabilities I and II (SB)
(LA) on both campuses, and are demonstrated in the student teaching
field courses TESE 512A/B and TESE 515A/B. The program has an
organizational structure that forms a logical sequence between the
instructional components and fieldwork, and that provides for
coordination of the components of the program. The conceptual
framework of the Special Education programs at Antioch University
is consistent with both the spirit and the letter of special
education laws. Inherent in Antioch's program for special education
credentialing is Antioch's firm commitment to social justice and
equity. Both the letter of the laws and the spirit of humanity with
which they were conceived (PL 94-142, PL 99-457, IDEA, PL 101-476,
IDEA 2004) are a part of the instructional program. The concept of
special education has changed a great deal over the last two and a
half decades. These changes both in regards to service delivery
models and expectations for students with disabilities have
expanded the challenges faced by special educators. Additionally,
research has supported the trend to move away from isolated and
segregated service delivery models to all-inclusive educational
environments including the use of positive and specialized
supports. The goals for postsecondary students with disabilities
now stresses inclusion in the mainstream and the fabric of economic
life rather than placement in sheltered workshops that may be
inappropriate, demeaning, and 2
6. lack consideration of human dignity. Antioch University is
committed to providing its special education credential students
with opportunities to develop ethical and moral standards so that
they may act as advocates and provide leadership in local schools
and beyond. Antioch's graduates are models for the value and
dignity of students with disabilities regardless of service
delivery model or disability category. In so doing, our graduates
are confident in their knowledge of current research and evidence
based practices. Antioch graduates provide clear and comprehensive
understanding of local and federal laws that support individualized
education practices. In acquiring these characteristics, Antioch
students complete a course of study that includes collaboration
with local schools, institutions of higher education, parents, and
community agencies. They take several courses with their Multiple
Subject credential candidate counterparts at Antioch, often working
together on collaborative projects or discussing real world student
issues as they arise in the field experiences. Collaboration
between all the stakeholders in the education of students with
disabilities and their successful transition to the community and
the workforce is emphasized throughout the specific education
specialist courses in the credentialing program. The conceptual
framework of the credential program to prepare teachers in Special
Education is consistent with the new TPEs for education specialist
programs all of which are embodied in the Antioch Domains of
Practice (in Santa Barbara) and the Developmental Rubric (Los
Angeles). The program prepares candidates to meet these sets of
standards, and in some cases, earn both the Education Specialist:
Mild/Moderate credential and the Multiple Subject credential. Field
experiences and course curricula are interwoven throughout all
courses in the program. Antioch candidates have field assignments
for all courses starting in the early foundational courses. This
fundamental philosophy is that practice and doing are essential for
learning has roots that date as far back as the mid-1800s with the
establishment of Antioch Colleges innovative work study curriculum
based on the belief that scholarship and life experience are
strengthened when linked, that diversity in all its manifestations
is a fundamental component of excellence in education, and that
authentic social and community engagement is vital for those who
strive to win victories for humanity. Organizational Structure:
Program Design and Curriculum The Education Specialist:
Mild/Moderate credential program is designed with three primary
concepts in mind. These include best practices as described in
current literature, a belief that the spirit of special education
laws is intended to provide equity to individuals with
disabilities, and Antioch University's commitment to social justice
for all people regardless of their characteristics. Antioch
University's mild/moderate credential program guides students to
participate in sequentially and graduated field and course
experiences. The design of these experiences is purposefully
cohesive, with each phase moving candidates incrementally toward
professional competence. Candidates may enter the program as 1)
teachers with a basic multiple or single subject credential, 2)
interns who possess multiple or single subject credentials; 3)
interns who have no basic teaching 3
7. credentials; or 4) traditional candidates with no teaching
credentials. Candidates have multiple points of entry to earn the
Education Specialist Mild/Moderate Preliminary Credential only or
both the Education Specialist and the Multiple Subject credentials.
The course sequence for a typical full time candidate without a
preliminary credential is presented below. The Curriculum Chart
documents the courses within each of these pathways. Preliminary
MILD/MODERATE EDUCATION SPECIALIST Full Time candidate Course
Number Course Title Quarter for SB Candidates Quarter for LA
Candidates HDV 458A Language Development and Acquisition 1 1 HDV
455 Child Development and Learning 1 1 TEP 536 Foundations of
Social Justice (and lab) 1 1 TESE 536A (SB) or TEP 565 (LA ) Field
Exploration in Special Education (SB) or Adaptation Pedagogy (LA) 1
2 TEP 601A Social and Legal Dimensions of Special Education 1 1 TEP
537 (SB only) Mediation and Conflict Resolution in Schools 1 2 TESE
601C (SB) or TESE 601B (LA) Individualized Education Design and
Policy Implementation 2 1 TESE 536 B Field Exploration in Special
Education 2 TESE 538 Comprehensive Behavior Assessment and Positive
Behavior Support 2 3 TEP 505 Reading Instruction in the Elementary
School Classroom 2 3 TEP 533 Field Practicum 2 2 TEP 507 Real World
Mathematics 2 2 TESE 509 Assessment in Special Education 3 4 TESE
516 Understanding and Teaching Students with Mild and Moderate
Disabilities I 3 3 TESE 512A/B Student Teaching Mild/Moderate with
Professional Seminar I 3 3 TESE 519A Educational Technology for
Universal Design 3 4 TESE 541 Introduction to Autism Spectrum
Disorder 2 4 TESE 515A/B Student Teaching Mild/Moderate with
Professional Seminar II 4 4 TESE 518 Family Dynamics and
Communication for Special Education Services 4 4 TESE 517
Understanding and Teaching Students with Mild and Moderate
Disabilities II 4 4 TEP602A (SB) or TEP 602 (LA) Advocacy and
Activity for Healthy Children 4 3 * Through advisement, candidates
who already possess a basic credential or who already have credit
for equivalent courses in the program may be approved for
substitutions from specific course requirements in the program.
4
8. The program describes a plan that allows for multiple points
of entry. Candidates enter the program in multiple entry points. In
Santa Barbara, the traditional entry is at the beginning of a
four-quarter sequence in which candidates begin in a cohort of
candidates earning both the multiple subject and education
specialist Mild/Moderate credential. Candidates who already hold a
basic teaching credential begin in the second quarter, as the first
quarter courses consist of more basic foundational coursework. The
one exception is that the exploratory course (TESE 536A Field
Exploration in Special Education) is offered for the traditional
entry students in the first quarter. This course is still taken in
the candidates first quarter in the program, but for those
candidates who hold the basic teaching credential, the first
quarter is in fall rather than summer. At the Los Angeles campus,
candidates in the Multiple Subject credential program may begin in
any quarter; candidates for the Education Specialist credential
enter only in summer quarter and join the cohort of multiple
subject credential candidates for courses required in both
programs. The exploratory course in Los Angeles (TEP 565 Adaptation
Pedagogy) is scheduled differently and is not affected by the
points of entry as in Santa Barbara. Traditional Intern candidates
must begin in summer, as this is when they take the required
preservice course hours. Interns who already hold a basic teaching
credential are evaluated to determine if they have already met the
preservice course requirement and, therefore, they may begin the
program in the fall quarter (if they have already satisfied the
summer quarter course offerings), joining those who have started
the traditional program in the summer. 5
9. Program Standard 2: Professional, Legal and Ethical
Practices Each program must provide instruction in the philosophy,
history and legal requirements, and ethical practices of special
education. This curriculum includes state and federal mandates,
legal requirements for assessment, Individualized Family Service
Program, Individualized Education Program (IEP) development and
monitoring, services, and instruction of students with
disabilities. The program provides candidates information on laws
and regulations as they pertain to promoting teacher behavior that
is positive and self-regulatory as well as promoting safe
educational environments. The program provides opportunities for
demonstration of ethical standards, of teaching, of evidence based
educational practices in relation to theories, research and
regulations necessary to the provision of services to individuals
with disabilities and their families. Antiochs Response: Candidates
in the Education Specialist: Mild/Moderate Credential Program
experience instruction that includes a complete discussion of
current laws and practices pertinent to special education and their
application with individuals with disabilities, parents, general
educators, and community entities. Passage of courses that address
legal and ethical issues in the field provides evidence that
candidates possess this knowledge. In addition they demonstrate
knowledge of legal mandates as well as ethical standards and
abilities to use evidence based educational practices in their
supervised field placements. Before completing their course of
study candidates in Antioch Universitys Education Specialist
program demonstrate their proficiency in the development of
Individual Education Plans and Individual Transition Plans.
Furthermore, Antioch candidates are able to articulate the
procedural safeguards and legal protections that apply to
individuals with disabilities and their families and caregivers.
Antioch candidates are confident in areas of assessment (including
legal processes for accommodating and modifying standardized
tests), teaching and collaboration. Each program must provide
instruction in the philosophy, history and legal requirements, and
ethical practices of special education. This curriculum includes
state and federal mandates, legal requirements for assessment,
Individualized Family Service Program, Individualized Education
Program (IEP) development and monitoring, services, and instruction
of students with disabilities. In TEP 601A Social and Legal
Dimensions of Special Education (SB) (LA), candidates learn
historical and legal perspectives of special education services. In
particular, IDEA 2004, and other current state and federal laws and
case decisions are presented. Candidates learn about the IEP
process (including IFSP and transition plans), including the role
of teachers (general and special), specialists, administrators,
family members, caregivers, advocates, and community agencies. They
become familiar with professional organizations that support
families and individuals with exceptional needs. TESE 601B
Individualized Education Design and Policy Implementation (LA) or
TESE 601C Individualized Education Design and Policy Implementation
(SB) builds upon the 6
10. knowledge gained by candidates in TEP 601A. The focus of
this course is to learn to implement special education law,
specifically the Individuals with Disabilities Education Act
(IDEA), and its implications for school contexts. Specific topics
covered in class and pertinent to philosophy, history and legal
requirements, and ethical practices of special education include
the IEP timeline, writing goals, use of assessment for eligibility
and for goal-writing, case management, IFSP and IEP development,
and transition planning. Students learn how to prepare for and
coordinate IEP meetings. In TESE 509 Assessment in Special
Education (SB) (LA) candidates learn the legal issues and
regulations regarding individual assessment of students with
special needs, including assessment biases, legislation related to
assessment, ethical protocol for standardized instrument use, and
appropriate reporting to parents. They learn about current
practices of Response to Intervention (RtI). They also become
familiar with legal aspects of accommodations and modifications on
statewide assessments in California. The course syllabus for TESE
509 includes lecture and readings pertaining to the history of
Special Education, and reviewing case law in both state and federal
courts shaping the current legal requirements within Special
Education under the Individuals with Disabilities in Education
(IDEA) federal law. Also related to legal implications within
Special Education, candidates learn about the referral process,
including providing interventions, and the legal timeline for
completing formal assessments under IDEA. Students participate in
class lecture and discussion related to the California state
adoption and practices which legally guide Special Education
practices under the state adoption of IDEA. Coursework is designed
with an emphasis on the legal requirements, including timelines as
well as understanding and demonstrating competence administering
appropriate forms of assessment, both norm-referenced and
curriculum based forms of standardized assessment, as well as using
both norm referenced and curriculum based assessment results to
make instructional recommendations based on evidence. Candidates
complete several assignments, including a large scale final
project, in which they need to demonstrate knowledge of evidence
based assessment and instruction, and demonstrate an understanding
of how to apply both to their teaching methods and practices. In
addition to an emphasis on legal guidelines governing Special
Education under IDEA, candidates are provided with several hours of
in-class instruction on selecting appropriate assessments from an
ethical standpoint. Candidates must demonstrate an understanding
and knowledge base pertaining to ethical considerations of
assessment; namely the use of assessments with current norms, which
are valid measures of assessment for a particular students when
taking into consideration a variety of factors including language
proficiency, culture, school attendance, socio-economic factors,
and age. Candidates participate in several activities related to
types of disability under IDEA, and instructed as to choosing
assessments with ethical consideration of individual students
disabilities, language, race and culture. In TESE 518 Family
Dynamics and Communication for Special Education Services (SB) (LA)
candidates learn about parent-professional partnerships, family
systems theory, impact of exceptionality on family functions,
disability service providers and community support services, and
communication with parents as empowered allies. They learn to
advocate for and with parents and families. Candidates examine
their cultural 7
11. responsiveness in working with diverse families. They study
the IEP and IFSP process from the perspective of parent
involvement. In TESE 518 Family Dynamics and Communication for
Special Education Services, candidates learn the theory, general
principles and procedures for fostering collaborative partnerships
among families and students, professionals, and other stakeholders
that lead to outcomes of individual and mutual empowerment. In TESE
518 Family Dynamics and Communication for Special Education
Services they learn how to work closely with families, students,
colleagues in general and special education and outside service
providers. These topics are supported, by the Case Study
assignment. They understand the connections between assessment and
instruction, and are able to design effective instructional plans
to meet student needs. They learn to write appropriate short and
long-term goals and objectives and plan comprehensive programs to
coordinate all aspects of a students educational program.
Candidates are reminded of confidentiality and permission issues
with respect to observations and reports on students in special
education, and those who are permitted in their field placements to
participate in IEP planning and meetings are encouraged to do so.
The program provides candidates information on laws and regulations
as they pertain to promoting teacher behavior that is positive and
self-regulatory as well as promoting safe educational environments.
Candidates learn laws and regulation pertaining to student as well
as professional behavior in TESE 538. This course also covers the
ethical standards and professional conduct related to behavior
management practice for individuals with disabilities. In addition,
legal requirements, practices and procedures related to Title 5,
California Code of Regulations Behavioral Interventions for Special
Education Students, is infused throughout this course and students
have a working knowledge of the requirements of state and federal
laws. Candidates develop and apply positive behavior supports in
the classroom, including, participating in at least one functional
behavior assessment, and participating in the planning of emergency
procedures for students who represent a threat to themselves or
others. They demonstrate an ability to describe and select
appropriate observational techniques and develop baseline data,
select appropriate strategies or curriculum for social skills,
self-help and self-advocacy, and articulate adaptations to
behavioral interventions in consideration of cultural differences.
As part of this course they take a proactive role in developing a
social skills curriculum to facilitate students learning
appropriate social behavior in a range of school and non-school
settings. They learn to promote safe educational environments. The
program provides opportunities for demonstration of ethical
standards, of teaching, of evidence based educational practices in
relation to theories, research and regulations necessary to the
provision of services to individuals with disabilities and their
families. Candidates demonstrate their knowledge, skills and
abilities in their student teaching placements, TESE 512A/B Student
Teaching Mild/Moderate with Professional Seminar I (SB) (LA) and
TESE 512A/B Student Teaching Mild/Moderate with Professional
Seminar II (SB) (LA). As a field based course, candidates are
required to integrate their 8
12. learning from other courses and demonstrate their
knowledge, skills, and abilities in all of the Antioch Domains of
Practice (SB)/Developmental Rubric (LA). Both traditional student
teachers and interns demonstrate their practice, including ethical
standards, evidence based educational practices, and the provision
of services to student with disabilities in this culminating field
based course. They are observed by both their field based
supervisor and the university supervisor regularly. Observation
notes are collected as evidence of teaching skills and stored in
candidate files. Evaluation processes are conducted at regularly
scheduled intervals throughout the field practica to collect data
on level of performance on the Domains/Rubric. Data from these
scored evaluations is used to inform not only the candidate of his
or her level of proficiency; data inform the program in reports and
activities throughout the CTC accreditation cycle. 9
13. Program Standard 3: Educating Diverse Learners The program
provides instruction in understanding and acceptance of differences
in culture, cultural heritage, ethnicity, language, age, religion,
social economic status, gender identity/expression, sexual
orientation, and abilities and disabilities of individuals served.
In addition, the program provides knowledge and application of
pedagogical theories, development of academic language and
principles/practices for English language usage leading to
comprehensive literacy in English. Antiochs Response: Antioch
University has a long tradition of social justice mission driven
programs and education. This standard, in particular, addresses one
of the strong aspects of any Antioch education. Specifically, the
special education credential program ensures each candidate is able
to demonstrate knowledge, skills and abilities to become proficient
in implementing evidence based and culturally responsive pedagogies
necessary in teaching and engaging all students with or without
disabilities. Antioch candidates in the Mild/Moderate Specialist
program address the needs of diverse learners throughout their
course and fieldwork. As it is Antioch's mission to educate
candidates to be advocates for human rights and social justice,
each course addresses some aspect of education and human equity. In
particular, the courses described in this standard include the
consideration of culture, ethnicity, gender identity, age,
religion, socioeconomic status, language, abilities and
disabilities in the American education system and in individual
classrooms in which the candidates participate in field
experiences. The program provides instruction in understanding and
acceptance of differences in culture, cultural heritage, ethnicity,
language, age, religion, social economic status, gender
identity/expression, sexual orientation, and abilities and
disabilities of individuals served. In TEP 536 Foundations of
Social Justice Education (SB) (LA) Antioch candidates are exposed
to the early historical and social conditions that have shaped the
current K-12 curriculum and environment. Course readings and class
discussions focus on the current and historical mission of public
education with considerable focus on access to the system. Laws and
court cases that have limited or expanded access to public
education are also discussed. Contemporary authors such as Sonia
Nieto along with Paulo Freire, Maria Montessori and John Dewey are
introduced as candidates learn the foundations of American
education. Antioch candidates are also exposed to influential
philosophical constructs (Progressive, Essentialist, Romantic,
Social Constructivist) and how those constructs may have impacted
the practices of assessment, curriculum development, and
instruction. Most relevant to the Ed Specialist candidates, the
course provides a background for understanding the present laws
related to the inclusion of children with special needs in public
schools. Additionally, Antioch candidates learn about current
10
14. equity issues in local, state and national schools.
Propositions related to inclusion or exclusion of minority
populations (CA Propositions 8 and 229, and the Dream Act for
example) or by the introduction of current events, such as the
killing of a local gay student, relevant to appreciation of
diversity are also discussed. National initiatives such as No child
Left Behind, and Race to the Top are researched and discussed in
class. During TEP 601A Social and Legal Dimensions of Special
Education (SB) (LA), candidates learn to recognize the differences
and similarities of exceptional and non- exceptional students and
are able to discuss interpersonal relationships and human
relationships problems and issues with students and parents.
Additionally candidates are able to evaluate the concept of least
restrictive environment (LRE) and its implications for the
instructional process. Pertinent to this standard, they learn about
issues of civil rights that provide the foundations of many special
education laws, the research that supported those practices, and
the current issues of overrepresentation of minority students in
special education programs, specifically in more restrictive
environments. TESE 509 Assessment in Special Education (SB) (LA)
addresses issues of diversity related to appropriateness of
standardized, formal, and informal assessment instruments and
practices on students from varying language and cultural
backgrounds. Candidates are asked to review commercially available
assessment instruments for bias factors, and must consider students
backgrounds in designing and interpreting assessment plans and
data. The weekly seminars in TESE 512A/B Student Teaching
Mild/Moderate with Professional Seminar I (SB) (LA) and TESE 515A/B
Student Teaching Mild/Moderate with Professional Seminar II (SB)
(LA) allow candidates to examine a variety of issues and situations
that arise in the field. Issues of diversity are typically
discussed as they emerge. Candidates take TESE 518 Family Dynamics
and Communication for Special Education Services (SB) (LA) which
addresses a wide variety of diverse family structures in addition
to understanding how culture, language, religion, and sexual
orientation affect family dynamics for student learning, behavior
and social acceptance. Candidates learn to communicate and work
with families with different compositions and practices. They
understand when interpreters or translators are required for
communication as well as how to mediate differences among family
members. Antioch University has an approved Multiple Subject
program which meets the CTC standard on diverse learners and
language, including some of the aforementioned coursework.
Coursework, observation, and student teaching experiences all
address and satisfy the requirements of learning about educating
students with disabilities and their families who represent a
diverse local population. In addition, the program provides
knowledge and application of pedagogical theories, development of
academic language and principles/practices for English language
usage leading to comprehensive literacy in English. 11
15. In HDV 458A Language Development and Acquisition (SB) (LA)
students learn and discuss the acquisition of language and its
pragmatic use in communicating with a diverse array of people. In
this course, emphasis is placed on effective interpersonal
communication skills and the critical social justice issues that
pertain to effective communication. Additionally Antioch candidates
enrolled in this course are exposed to relevant federal and state
laws governing the teaching of second language learners. They learn
about language testing, SDAIE strategies, and how to teach English
Language Development. In TEP 505 Reading in the Elementary
Classroom, (SB) (LA) candidates learn fundamental methods of
literacy assessment and instruction. Practices that are relevant
for English Learners are addressed more explicitly in TESE 516
Understanding and Teaching Students with Mild/Moderate Disabilities
I, but the foundation for those evidence based practices are
established in the initial reading methods course in which
candidates learn fundamentals of teaching reading. In the special
education methods course, TESE 516 Understanding and Teaching
Students with Mild/Moderate Disabilities I, (SB) (LA) candidates
learn to address English Learners in their teaching. They prepare
to teach exceptional learners using research based approaches, and
to adapt instruction to teach English learners language and other
content areas. 12
16. Program Standard 4: Effective Communication and
Collaborative Partnerships The program provides instruction in
communicating effectively with (1) individuals with disabilities
and their parents, and primary caregivers, (2) general/special
education teachers, and co-teachers, related service personnel, and
administrators, (3) trans- disciplinary teams including but not
limited to multi-tiered intervention, Section 504, IEP/IFSP/ITP.
The program provides opportunities for the candidate to establish
and work in partnerships to design, implement, and evaluate
appropriate, integrated services based on individual student needs.
The program informs candidates of the importance of communicating
effectively with the business community, public and non-public
agencies, to provide the cohesive delivery of services, and bridge
transitional stages across the life span for all learners. Antiochs
Response: Interpersonal communication is a priority for all Antioch
educators, and the program supports coursework and field based
experiences that engage candidates in opportunities to communicate
with a variety of stakeholders in writing and in person.
Instruction is specifically provided in conflict resolution,
collaboration strategies, and group communication. Opportunities
for practice in the field are both planned and spontaneous. In HDV
455 Child Development and Learning (SB) (LA), candidates learn
about typical and atypical development across the lifespan and
child and adolescent development, including the needs for
transitions from each stage of development to the next. During TEP
601A Social and Legal Dimensions of Special Education (SB) (LA),
candidates learn about the IEP and student study team processes.
They participate in mock IEPs, evaluating the roles of all related
service personnel and parents who serve on these teams. They
understand the role of the family with regard to these legal
requirements as well as understanding the parent perspectives of
education for children with disabilities. Candidates learn about
designing appropriate lifespan plans for students through this IEP
and transition planning process. Candidates also are presented with
information about RtI as part of the process potentially leading to
transition to the special education process. In TESE 601B (LA) and
TESE 601C (SB) Individualized Education Design and Policy
Implementation, candidates are presented with an overview of the
various types of individual plans for students with disabilities
including the IEP, ITP and IFSP. Designated Instructional Services
are introduced in this course. They learn about the collaborative
nature of team decision making. In TEP 537 Mediation and Conflict
Resolution in Schools (SB) (LA) Antioch candidates learn basic
conflict resolution, communication and counseling skills. They also
learn how to apply the skills when working within a diverse
population. Students demonstrate that they are aware of their own
character, attitudes and biases and how these may affect
communication. Students have the opportunity to apply their
conflict resolution skills in 13
17. the environments in which they work and are able to reflect
on the effectiveness of their practice. In TEP 533 Field Practicum
(SB) (LA), candidates are introduced to diverse general education
classroom settings in order to gain a better understanding of
teacher and student communication styles and how to work as a team.
These experiences broaden their understanding of teaching and
provide a basis for their role as special educators, collaborators,
and colleagues. In TESE 512A Student Teaching Mild/Moderate with
Professional Seminar I (SB) (LA) and 515A Student Teaching
Mild/Moderate with Professional Seminar II (SB) (LA), candidates
begin to work directly with their cooperating teachers to develop
the collaborative and communication skills necessary to become
successful teachers. University supervisors and cooperating
teachers (or field based supervisors) provide feedback as needed to
ensure success of the candidates, especially as it relates to their
ability to collaborate with general education teachers and other
related services, such as regional centers, departments of mental
health or the department of rehabilitation. Candidates demonstrate
their abilities to work with school personnel and with families in
the school community in support of student needs. Candidates
demonstrate their abilities to work with paraprofessionals, peer
tutors, volunteers, and families during their student teaching. As
a requirement of the student teaching courses, they must
participate in at least one IEP meeting, demonstrating their
abilities not only to prepare goals and objectives for students,
but to collaborate and communicate with families and caregivers and
other professionals (including those from outside service
agencies). If appropriate they work with interpreters/translators
to enhance communication with families. One assignment for TESE
515A (SB) (LA) is a collaboration project in which they must
communicate and collaborate with general education teachers to
support their students in accessing the core curriculum. In TESE
518 Family Dynamics and Communication for Special Education
Services (SB) (LA) candidates are provided with theory, general
principles, and procedures for fostering collaborative partnerships
among families, professionals, students, and other stakeholders
that lead to outcomes of individual and mutual empowerment.
In-class activities, discussions, course readings, and assignments
are used to facilitate candidate understanding of research,
recommended practices, and family perspectives concerning
family-professional partnerships. In addition, the interaction of
culture and disability are also be explored. Frameworks for
addressing problems or conflicts that often arise between service
providers and clients from different cultures are discussed. In
TESE 517 Understanding and Teaching Students with Mild and Moderate
Disabilities (SB) (LA) candidates learn about independent living
related development stages (preschool, elementary, middle school,
high school), and types of transitions (grade to grade; school to
school; school to community; school to employment or postsecondary
education). They learn about the following transition program
components: 14
18. Individualized planning; vocational assessment, counseling,
and training; academic remediation; counseling in advocacy training
and social skills; formation of support systems (vocational
educators); systemic job-seeking curriculum; functional tasks
across the curriculum; skill oriented instruction; and content
oriented instruction. 15
19. Program Standard 5: Assessment of Students The program
provides opportunities for candidates to acquire the knowledge and
skills necessary to assess students in a comprehensive manner
within the breadth of the credential authorization. Each candidate
understands and uses multiple sources of information in order to
participate in progress monitoring and in decision-making regarding
eligibility and services. The program provides candidates with the
knowledge and skills to assess students from diverse backgrounds
and varying language, communication, and cognitive abilities. The
program provides opportunities for using both formal and informal
assessments to evaluate students' needs and strengths for the
purpose of making accommodations, modifications, instructional
decisions and ongoing program improvements. The program provides
the opportunities for each candidate to demonstrate the knowledge
of required statewide assessments and local, state and federal
accountability systems. Antiochs Response: All Antioch candidates
enrolled in the mild to moderate credential program experience
repeated exposure to the principles and strategies relevant to
assessment, curriculum and instruction. Exposure to these vital
topics occurs frequently during coursework as well as during
fieldwork. Candidates abilities to demonstrate competencies
relevant to assessment, curriculum, and instruction are documented
both by relevant coursework and by evaluations conducted in
fieldwork sites. The program provides opportunities for candidates
to acquire the knowledge and skills necessary to assess students in
a comprehensive manner within the breadth of the credential
authorization. Each candidate understands and uses multiple sources
of information in order to participate in progress monitoring and
in decision-making regarding eligibility and services. Early in the
program, candidates learn observation strategies as their first
assessment opportunity. Observation is taught in HDV 455 Child and
Adolescent Development (SB) (LA) in which candidates observe
individuals as different ages. Candidates complete a Descriptive
Review or Case Study of a student in which they collect data using
ethnographic methods, in multiple settings. Particular focus for
the Descriptive Review/Case Study are six dimensions of student
development including language and literacy (expressive and
receptive), social interaction, academic achievement and formal
learning. Structured observation with data collection is an
essential aspect of this assignment. The Descriptive Review, and
the Case Study (in TESE 601B/C) with the particular focus on a
child with special needs introduces and develops the candidates
observation skills, and the ability to make inferences from data.
In TEP 505 Reading Instruction in Elementary School Classrooms (SB)
(LA) all candidates learn multiple forms of reading assessment.
They complete a multi-faceted assessment of reading abilities on an
individual student in their placement. This initial assessment
experience teaches candidates how to plan and adapt instruction
based on 16
20. individual assessment data. They also learn to give a
variety of reading assessments and surveys to determine student
skills. In TEP 507 Real World Mathematics (SB) (LA) candidates
learn to analyze errors and error patterns in students math work. A
theoretical frame is generated where candidates can determine
whether an error is made because of a technical or careless mistake
or whether the error is made because of lack of conceptual
understanding. In this class, candidates also perform Piagetian
protocols on individual students to help identify their level of
development with respect to skills pertinent to mathematical
thinking. In TESE 601B Individualized Education Design and Policy
Implementation (LA) or TESE 601C Individualized Education Design
and Policy Implementation (SB) candidates learn how to write
specific goals and objectives based on assessment. TESE 601B/C also
provides units of instruction on Testing, CMA, IEP Based
Accommodations vs Modifications and Alternate Assessments; CAPA.
Candidates understand how teacher made criterion referenced
assessment tools can be used to provide evidence of student
achievement on IEP goals; this content is supported by additional
instruction in TESE 509 Assessment in Special Education. In TESE
509 Assessment in Special Education (SB) (LA), candidates learn to
make appropriate educational decisions on the basis of a variety of
non-biased standardized and non-standardized techniques,
instruments and processes that are functional, curriculum-
referenced, and appropriate to the diverse needs of individual
students. Candidates utilize these approaches to assess the
developmental, academic, social/behavior performance- based,
social, communication, vocational and community life skill needs of
students, and the outcomes of instruction. Each candidate
demonstrates knowledge and skills related to using and
communicating the results of a variety of individualized assessment
and evaluation approaches appropriate for students with
mild/moderate disabilities. They have multiple opportunities to
learn and practice informal and formal assessment strategies, and a
culminating assignment in which they complete a full assessment of
a student with a mild/moderate disability. This assignment includes
collaborating with teachers (both general and specialist
personnel), administering, scoring, and interpreting formal
assessment instruments, modifying existing assessment tools to
accommodate language needs, determining current level of
functioning, discussing the results with the family, and making
evidence based determinations about instruction based on the
assessment. Candidates also learn vocational/transitional
assessment techniques, including choosing appropriate tools and
adapting for cultural and family differences. These include
informal procedures as well as interest and aptitude instruments.
Course requirements for candidates to earn credit include a final
research project or case study, in which candidates must implement
the assessment process from start to finish, and include various
assessment methods in their results. Assessment methods include
student ecological assessments and observations, review of the
students cumulative educational records with an emphasis on
background information, and longitudinal progress the students
records indicate based on report cards and test scores present in
the file, administration of curriculum based measures, with
progress monitoring and reporting of results, and administration of
a standardized academic achievement test. Candidates 17
21. demonstrate the knowledge and application of comparing and
contrasting various methods of assessment, and demonstrating a
knowledge of how the assessments chosen may guide instructional
recommendations using evidence based practices. The program
provides candidates with the knowledge and skills to assess
students from diverse backgrounds and varying language,
communication, and cognitive abilities. As described above, the
program provides candidates with knowledge and skills to assess
students. Specific to students from diverse backgrounds, candidates
also learn to assess students with varying English language and
communication skills in HDV 458. They understand the statewide
testing of students whose first language is other than English. In
TESE 509 they learn about cultural bias and ways to assess students
and interpret assessment results for students from backgrounds
other than the majority culture and language. In TESE 538
Comprehensive Behavior Assessment and Positive Behavior Support
(SB) (LA), candidates develop and apply positive behavior supports
in the classroom, including, participating in at least one
functional behavior assessment. They demonstrate an ability to
describe and select appropriate observational techniques and
develop baseline data. The program provides opportunities for using
both formal and informal assessments to evaluate students' needs
and strengths for the purpose of making accommodations,
modifications, instructional decisions and ongoing program
improvements. In TESE 516 Understanding and Teaching Students with
Mild to Moderate Disabilities I (SB) (LA) candidates learn to make
instructional decisions based on assessment information. In
collaboration with TESE 509 candidates complete a progress
monitoring learning segment in which they use Curriculum Based
Measures to monitor student progress. Candidates use ongoing
progress monitoring data to evaluate the appropriateness of current
instruction, to identify adjustments to instruction, and to
determine further instruction needed. Teacher candidates develop
and implement an instructional learning sequence based on
instructional decisions made from the progress monitoring learning
segment. Candidates must explain their rationale for instruction
and how the progress monitoring data supported their decisions. In
TESE 517 Understanding and Teaching Students with Mild to Moderate
Disabilities II (SB) (LA) candidates have an assignment to create a
unit of instruction. One of the requirements within the unit
includes three elements for differentiation: pre-assessment,
ongoing assessment, and post assessment. Candidates must explain
why they chose the specific assessments and differentiated aspects,
and discuss how they will interpret results. The program provides
the opportunities for each candidate to demonstrate the knowledge
of required statewide assessments and local, state and federal
accountability systems. 18
22. In TEP 509 -With regard to NCLB & IDEA candidates are
taught the requirements for statewide testing, including
accommodations and modifications for students with disabilities.
Considerations in assessing diverse exceptional learners are
presented, such as disproportionate representation of culturally
and linguistically diverse students in special education and
alternative methods of assessment. In TESE 515A/B, candidates
participate in statewide standardized test proctoring. In the
seminar course associated with the student teaching for TESE 512A/B
Student Teaching and Professional Seminar I (SB) (LA) and TESE
515A/B Student Teaching and Professional Seminar II (SB) (LA),
specific seminar topics address the CST, CMA, CAPA and CASHEE.
Candidates typically are provided information on statewide
assessment processes and the accommodation and modifications
allowable as well as the procedures for deciding on those
accommodations and modifications and the connection to the IEP
process. 19
23. Program Standard 6: Using Educational and Assistive
Technology The program provides opportunities for candidates to
acquire the ability to use computer-based technology to facilitate
the teaching and learning process. Each candidate demonstrates
knowledge and understanding of the appropriate use of
computer-based technology for information collection, analysis and
management in the instructional setting. Candidates demonstrate
knowledge of assistive technology including low and high equipment
and materials to facilitate communication, curriculum access, and
skill development of students with disabilities. Antiochs Response:
Technology is used in the teacher education program as a
communication tool, with all candidates developing or demonstrating
abilities to use appropriate computer-based communication and
teaching skills. In addition, specific instruction in educational
and assistive technology skills are learned and practiced in the
particular courses cited below. The program provides opportunities
for candidates to acquire the ability to use computer-based
technology to facilitate the teaching and learning process. Each
candidate demonstrates knowledge and understanding of the
appropriate use of computer-based technology for information
collection, analysis and management in the instructional setting.
The purpose of TEP 519A Educational Technology for Universal Design
(Santa Barbara) or TEP 519 Educational Technology (Los Angeles) is
to empower credential candidates to develop skills, and gain
knowledge enabling them to use technology as a teaching and
learning tool in today's schools. Issues surrounding technology in
the classroom are discussed, including the Digital Divide, gender
and equity issues, safe Internet use, social networking, and the
effectiveness of technology as an educational tool. Strategies are
developed to integrate educational technology to support curricular
standards. Special attention is given to universal design as
technology becomes a powerful way to address accessibility.
Candidates also learn cutting edge hardware and software use as it
pertains to effectiveness in teaching and learning. Assistive
technology in which candidates learn high and low tech assistive
hard and soft ware technological accommodations is presented in
this course. In TESE 601B Individual Educational Planning and
Policy Implementation (LA) and TESE 601C Individual Educational
Planning and Policy Implementation (SB) candidates learn to write
IEPs, learn about the various computer data systems used in local
districts. Candidates become familiar with the forms and processes
necessary to complete and secure student electronic IEP records.
TESE 517 Understanding and Teaching Students with Mild and Moderate
Disabilities II (SB) (LA) focuses on meeting the needs of students
with mild and moderate disabilities, through effective teaching
methodologies, instructional strategies, interventions, and
accommodations. Content areas include research based practices,
observable phenomena and ways to manage them, ecological assessment
and considerations, planning and 20
24. organizing instruction, and integration of technology,
including assistive technology. Emphasis is on adapting
instructional techniques and materials for learners with diverse
needs and backgrounds to enhance development in areas of written
expression, spelling, social studies, science, art, study skills,
and transition related skills. They write curriculum, adapt
curriculum and instruction, plan lessons in content areas as well
as for transition, and identify instructional uses for computer
software and hardware across settings in special education.
Universal design is a strong philosophical guiding force throughout
this course. Candidates demonstrate knowledge of assistive
technology including low and high equipment and materials to
facilitate communication, curriculum access, and skill development
of students with disabilities. Assignments in the courses mentioned
above provide evidence of candidate demonstration of knowledge with
regard to assistive technology including low and high technological
equipment. In addition, candidates demonstrate use of such
technologies with regard to communication and curriculum and
instruction in their field placements for TESE 512A/B Student
Teaching and Professional Seminar I (SB) (LA) and TESE 515A/B
Student Teaching and Professional Seminars II (SB) (LA). Field
based and university supervisors observe candidates demonstrated
use in the field. In addition, technology use specific to students
with mild/moderate disabilities is a required aspect of the lesson
plans submitted for the unit requirement and/or the case study
assignment in the same course. 21
25. Program Standard 7: Transition and Transitional Planning
The program provides opportunities for candidates to plan,
implement, and evaluate transitional life experiences for students
with disabilities across the lifespan. Each candidate collaborates
with personnel from other educational and community agencies to
plan for successful transitions by students. Each candidate
demonstrates the knowledge and ability to teach students
appropriate self-determination and expression skills. Antiochs
Response: In addition to the first hand experiences candidates have
in their classroom placements, the opportunities for candidates to
plan, implement and evaluate transitional life experiences across
the lifespan are incorporated in the topics and assignments in
their coursework taken concurrent with student teaching field
placements. Details of the planned experiences are found in the
following descriptions of courses and the corresponding syllabi.
While some candidates are placed in the elementary grades,
understanding their responsibility to create transition plans is an
important function of those who hold this credential, and all
candidates plan and implement appropriate transition experiences
for their students. The program provides opportunities for
candidates to plan, implement, and evaluate transitional life
experiences for students with disabilities across the lifespan. In
TESE 517 Understanding and Teaching Students with Mild/Moderate
Disabilities II (SB) (LA), candidates address assessment for
vocational and community life skill needs of students as they
prepare transition plans. They also write units of study that
include assessment for individual lessons (task analysis, process
monitoring, and final assessment of skills). In this course,
candidates learn about teaching self-advocacy, and they create a
transition plans as one of their assignments. Transition is one of
the main topics for the course. Through lecture and readings,
candidates learn about issues related to transition as well as how
to effectively teach transition goals. As appropriate for the
students in their field placement, they create and implement
instructional plans relevant for transitional life experiences. In
TESE 601B/C Individualized Education Design and Policy
Implementation (SB) (LA), candidates begin their journey into the
implementation of legal practices in special education. In this
course they learn how to prepare for and coordinate IEP meetings,
including working closely with families, students, colleagues in
regular and special education, and outside service providers. They
learn about individual transition plans (ITP). As part of learning
all legal aspects of IEP planning and development, candidates are
taught legally mandates transition requirements and protocols as
well as the purpose of student centered transition planning.
22
26. Each candidate collaborates with personnel from other
educational and community agencies to plan for successful
transitions by students. In TESE 512A/B Student Teaching
Mild/Moderate with Professional Seminar I (SB) (LA), and TESE
515A/B Student Teaching Mild/Moderate with Professional Seminar II
(SB) (LA), candidates begin to work directly with their field based
supervisors to develop the collaborative and communication skills
necessary to become successful teachers. University and field based
supervisors provide feedback as needed to ensure success of the
candidates, especially as it relates to their ability to
collaborate with general education teachers, families, and other
related service providers, including those in appropriate community
agencies. Candidates demonstrate their ability to work with school
personnel and with families in the school community in support of
student needs, including the assessment process. Candidates are
evaluated on their ability to work with paraprofessionals, peer
tutors, families, and volunteers during their student teaching.
Antioch candidates participate in transition goal setting for
students in their student teaching placements, whether from
elementary to middle school/junior high, to high school, or for
students transitioning to adult post-secondary environments. In the
seminar part of this student teaching sequence, candidates learn
about, though field trips or guest speakers, various community
agencies that provide services to students in the transition
process. Representatives from Department of Rehabilitation,
Regional Center, Association for Retarded Citizens, and the local
community college Disabled Students Programs and Services office
are all involved in presenting their services to Antiochs
credential candidates. In TESE 518 Family Dynamics and
Communication for Special Education Services (SB) (LA), candidates
learn to communicate regarding development and coordination of
educational support services to assist parents and families in
academic as well as transition planning and programming. As part of
a home school collaboration project/case study they are required to
review the assessment data from a variety of assessment procedures
and prepare to communicate the results and implications to parents.
A major topic for family communication centers on future goals for
students, including deliberate conversations about transition.
Candidates establish relationships with a variety of educational
and community personnel. Each candidate demonstrates the knowledge
and ability to teach students appropriate self-determination and
expression skills. Through coursework in TESE 517 Understanding and
Teaching Students with Mild/Moderate Disabilities II (SB) (LA),
TESE 509 Assessment in Special Education (SB) (LA), and fieldwork
in TESE 515A/B Student Teaching Mild/Moderate with Professional
Seminar II (SB) (LA), candidates demonstrate their ability to
administer standardized and informal assessment instruments for
transition planning, including self- determination and expression
skills. 23
27. Program Standard 8: Participating in ISFP/IEPs and
Post-Secondary Transition Planning The program provides candidates
opportunities to demonstrate the ability to participate effectively
as a team member and/or case manager for the IFSP/IEP/transition
planning process, from pre-referral interventions and requisite
assessment processes, through planning specially-designed
instruction to support access to the core curriculum, developing
appropriate IFSP/IEP/transition planning goals based on standards
and following all legal requirements of the IFSP/IEP/transition
planning process. Antiochs Response: The content and practice
associated with this program standard is developmentally presented
and practiced throughout the program. Ideally, candidates practice
all aspects of the special education process in their placements.
Due, however, to the confidentiality of the mandated proceedings,
often opportunities to demonstrate skills in case management and
team participation need to be provided through carefully designed
case studies, mock meetings, and class assignments. Candidates
begin learning about the pre-referral through IEP process in their
first quarter in TEP 601A Social and Legal Dimensions of Special
Education (SB) (LA). Their text and lectures give them an overview
of the process which is reinforced through assignments to observe
Pre-referral Intervention Team or IEP meetings (when possible), and
culminating in a simulated IEP meeting in which all candidates role
play a demonstration IEP meeting based on fictional case study
students. (The IEP simulation activity is conducted in TESE 601B
Individualized Education Design and Policy Implementation in Los
Angeles) Candidates complete assignments that allow them to
demonstrate understanding of the full IEP process from pre-referral
through assessment, IEP meetings, and the implementation process
for the student in their case study. In TESE 601B/C Individualized
Education Design and Policy Implementation (SB) (LA), candidates
continue to practice IEP meeting management as well as writing the
individualized plans (IEP, EFSP, ITPs). There is another IEP
assignment that includes transition planning and IFSPs in the
families course, TESE 518 Family Dynamics and Communication for
Special Education Services (SB) (LA). It is in the seminar for the
student teaching courses, TESE 512A/B Student Teaching and
Professional Seminar I (SB) (LA) and TESE 515A/B Student Teaching
and Professional Seminar II (SB) (LA), that candidates are expected
to participate in their own IEPs/transition plans with their
cooperating teachers, if allowed (or as interns). The seminar
course allows dialog and reflection about their experiences in
these meetings. RtI as a pre-referral intervention is presented in
TEP 601A Social and Legal Dimensions of Special Education (SB)
(LA). It is revisited in TESE 601B/C Individualized Education
Design and Policy Implementation (SB) (LA). Pre-referral
intervention and assessment is presented again as part of the
assessment course as related to assessment data and decision
making. RtI is also a topic for the seminar courses, TESE 512A/B
24
28. Student Teaching and Professional Seminar I (SB) (LA) and
TESE 515A/B Student Teaching and Professional Seminar II (SB) (LA).
In TESE 516 Understanding and Teaching Students with Mild/Moderate
Disabilities I (SB) (LA) and TESE 517 Understanding and Teaching
Students with Mild/Moderate Disabilities II (SB) (LA), instruction
focuses specifically on specially-designed instruction to support
access to the core curriculum. Candidates learn to write the
objectives that support the core curriculum, including state
standards based goals that allow students to access the California
Modified Assessment (CMA) for students whose IEPs require it.
Specifically, TESE 516 Understanding and Teaching Students with
Mild and Moderate Disabilities I (SB) (LA) focuses on meeting the
needs of students with mild and moderate disabilities, through
effective teaching methodologies, instructional strategies,
interventions, and accommodations. Content areas include research
based practices, ecological assessment and considerations, planning
and organizing instruction, and integrating technology. Emphasis is
on adapting instructional techniques and materials for learners
with diverse needs and backgrounds to enhance development in areas
of reading, literacy, mathematics, and metacognition. Candidates
learn planning and organizing instruction, setting up the
classroom, instructional grouping arrangements specific to learners
with mild/moderate disabilities. Candidates write lesson plans for
students of diverse backgrounds, including how the instruction will
meet assessed needs as stated in individual IEPs, and assessment of
learning. They address how to accommodate learners through
differentiated instruction and the use of technology for learning.
Instruction is delivered in field placements and observed by
university supervisors (TESE 512A/B and TESE 515A/B Student
Teaching Mild/Moderate Disabilities and Professional Seminar I and
II). All legal aspects of the processes addressed in the IEP
process related to this program standard are reinforced in student
teaching seminars, TESE 512A/B Student Teaching and Professional
Seminar I (SB) (LA) and TESE 515A/B Student Teaching and
Professional Seminar II (SB) (LA). Prior to the student teaching
placement, candidates learn about the IFSP, IEP and transition
planning, writing goals and objectives, addressing standards and
core curriculum, and appropriate strategies. The student teaching
experience and seminar are the culminating experiences that allow
candidates to practice and develop the skills that have been taught
in the former courses in the program. They are evaluated on their
abilities with respect to the IEP process (including pre- referral
through instruction and evaluation) by university supervisors,
field based supervisors. The Domains of Practice (SB) and
Developmental Rubric (LA) address these processes of special
education and are used to assess each candidate in these abilities.
25
29. Program Standard 9: Preparation to Teach Reading/Language
Arts The preparation program provides substantive, research-based
instruction that effectively prepares each candidate to teach
reading/language arts. Candidates in the other education specialist
credential programs will be prepared to deliver a comprehensive
program of systematic instruction in reading, writing, listening,
and speaking aligned to the state adopted English Language Arts
Content Standards and the Reading/Language Arts Framework. The
program provides candidates with systematic, explicit instruction
to meet the needs of the full range of learners (including
struggling readers, students with special needs, English language
learners, speakers of non- standard English, students who have no
communication/language system, and advanced learners) who have
varied reading levels and language backgrounds. The preparation
program provides each candidate with experience in a classroom
where reading is taught. Antiochs Response: Antioch Universitys
Education Specialist Program does not include the Early Childhood
Special Education credential. This response only addresses this
reading and language arts teaching standard for K-12 credential
candidates in special education. The chart below addresses each of
the specific aspects of this Standard 9 and the aligned
Reading/Language Arts Content Standards and Framework. This
response is comparable to the Preparation to Teach Reading/Language
Arts standard for Antiochs CTC Accredited Multiple Subjects Program
on both campuses. Reading Writing Listening and Speaking Instruct-
ional Planning/ Objectives/ Design Strategic selection and
sequencing of curricula to be taught as outlined in the Reading/
Language Arts Framework (2007) with opportunities for application
using State Board of Education (SBE)-adopted core instructional
materials for both instruction and intervention during fieldwork
experience. Features of instructional design include what to teach
and when to introduce skills and concepts, how to select examples,
how to integrate standards, and how to teach for transference and
generalization of skills. Reading Writing Listening and Speaking
Instruct- ional Delivery 1. Demonstrate knowledge of reading
content as described in the RICA Content Specifications and grade
level standards as outlined in the Reading/Language Arts Framework
(2007). Demonstrate knowledge of components of effective
instructional delivery in writing as described in the
Reading/Language Arts Framework (2007). For example: The systematic
Demonstrate knowledge of components of effective instructional
delivery in listening and speaking as described in the
Reading/Language Arts Framework (2007). For 26
30. Reading Writing Listening and Speaking These strands
include: word analysis fluency vocabulary, academic language, and
background knowledge reading comprehension literary response and
analysis 2. Demonstrate knowledge of components of effective
instructional delivery in reading as described in the CA
Reading/Language Arts Framework (2007). For example: orientation
(e.g., engagement, teacher demonstration) presentation (e.g.,
explicit instruction, modeling, pacing) structured practice (e.g.,
reinforcement, questioning, feedback) guided practice (e.g.,
questioning, feedback, corrections, peer- mediated instruction)
independent practice and application independent practice (e.g.
opportunities for students to show level of mastery) progression of
instruction and application of foundational writing strategies,
applications, and conventions Writing strategies that include
teaching organization and focus, penmanship (where applicable),
research, technology, evaluation and revision Writing applications
according to genres (grade-level appropriate) and their
characteristics Writing conventions appropriate to grade level
standards (i.e. sentence structure, grammar, punctuation,
capitalization and spelling). example: The systematic progression
of instruction and application to develop listening and speaking
strategies and speaking applications that parallel and reinforce
instruction in reading and writing. Listening and speaking
strategies that include listening comprehension, organization and
delivery of oral communication, analysis and evaluation of oral and
media communication (grade-level appropriate). Reading Writing
Listening and Speaking Assessment Candidates must understand that
assessment and instruction are linked within any curriculum.
Therefore, candidates must demonstrate knowledge and ability to
utilize multiple Candidates must understand that assessment and
instruction are linked 27
31. Reading Writing Listening and Speaking monitoring measures
within the three basic types of assessments to determine students
progress towards state adopted content standards, as referenced in
Chapter Six of the Reading Language Arts Framework (2007). within
any curriculum. Therefore, candidates must demonstrate knowledge
and ability to utilize ongoing assessments, both formal and
informal to determine students progress towards state adopted
content standards. Candidates need to be able to analyze and
interpret results to plan effective and differentiated instruction
and interventions. Reading Writing Listening and Speaking Universal
Access/ Differ- entiated Instruction Demonstrate knowledge of how
to organize and manage differentiated reading instruction and
interventions to meet the needs of the full range of learners. For
example: using all components of California SBE-adopted core
instructional materials to make grade-level content accessible to
all students recognizing that students should be grouped for
interventions according to the severity of their difficulties
(i.e., benchmark, strategic, and intensive groups) For Special
Education students this could include remediation, accommodations,
and modifications. using flexible grouping, individualized
instruction, and whole-class instruction as needed using selections
listed in Recommended Literature, Pre-Kindergarten Through Grade
Twelve Antiochs Education Specialist Mild/Moderate Credentialing
Program emphasizes the promotion of literacy in all methods
courses. Candidates are expected to integrate language arts
instruction into other content areas and ultimately into their
lesson plans in their field placements. More relevant are TEP 533
Field Practicum (SB) (LA), and TESE 512A Student Teaching with
Professional Seminars I (SB) (LA) and TESE 515A Student Teaching
with Professional Seminars II (SB) (LA), all three of which support
candidates developing language arts instruction. Most
significantly, one full course is dedicated exclusively to the
development of language arts instructionTEP 505 Reading Instruction
in Elementary School Classrooms (SB) (LA); a specialized methods
course 28
32. for special education, TESE 516 Understanding and Teaching
Students with Mild to Moderate Disabilities I (SB) (LA) follows the
reading course and addresses language arts/ reading instruction in
special education. The table below provides a quick reference to
the courses contents and the necessary components of Standard 9
(Table 1). Following the table are course descriptions for these
two designated reading courses. Table 1: Standard 9 Elements in the
Program Curriculum TEP/TESE Courses 5 1 2 5 1 5 5 3 3 5 0 5 5 1 6
Standard 9 x x x x x Instructional Planning/Objectives/Design x x x
x x Instructional Delivery x x x x x Assessment x x x x x Universal
Access/Differentiated Instruction *Course Descriptions and Course
Learning Objectives for the two primary courses addressed in
Standard 9. Other courses that address this standard are found in
the appendix. TEP 505 Reading Instruction in Elementary School
Classrooms (SB) (LA) Course description: This course is designed to
provide credential candidates with the knowledge and skills
necessary to provide comprehensive reading instruction in
integrated and inclusive K-8 classrooms. The primary goal of the
course is learning how to provide access for ALL students to the
core language arts curricula and ensuring that they are able to
meet the California Language Arts Standards. Particular attention
is given to the development of comprehensive literacy instruction
for English learners and the methods and strategies that are
responsive to their assessed levels of English proficiency.
Candidates examine current research, analyze recognized reading
practices and develop ways of thinking about the teaching and
learning of language arts. They will utilize a variety of informal
and formal assessments to determine student progress and
strategically plan instruction. They will design, teach, and
evaluate lessons that provide explicit word identification and
comprehension instruction. Course Learning Objectives: Credential
Candidates will: Select and utilize a variety of assessment
instruments to determine a students disposition towards literacy
and his/her strengths and needs in relationship to oral language,
reading and writing. Plan and organize appropriate language arts
instruction based on assessment. Plan and organize systematic
instruction for word identification. Develop skills for teaching
reading comprehension and promoting independent reading. Understand
and apply phonological and other linguistic processes related to
reading. TESE 516 Understanding and Teaching Students with Mild and
Moderate Disabilities I (SB) (LA) focuses on meeting the needs of
students with mild to moderate disabilities, through effective
teaching methodologies, instructional strategies, interventions,
and 29
33. accommodations. Content areas include research based
practices, observable phenomena and ways to manage them, ecological
assessment and considerations, planning and organizing instruction,
and integrating technology. Emphasis is on adapting instructional
techniques and materials for learners with diverse needs and
backgrounds to enhance development in areas of reading, literacy,
mathematics, and metacognition. They learn planning and organizing
instruction, setting up the classroom, instructional grouping
arrangements; the ecology of a classroom and of a school and the
effects on a learner with mild/moderate disabilities. Candidates
write lesson plans for students of diverse backgrounds, including
how the instruction will meet assessed needs as stated in
individual IEPs, and assessment of learning. They address how to
accommodate learners through differentiated instruction and the use
of technology for learning. Course Learning Objectives: Candidates
will be able to: Describe techniques that can be used to provide
and support services in general educations settings Use
understandings of student characteristics (including cultural and
ecological perspectives of students) and theoretical approaches to
instruction in selecting, implementing, monitoring, and modifying
procedures and instructional programs. Demonstrate ability to plan
for various learner differences (linguistic, culture, race, sex,
socio-economic, etc) and develop a repertoire of research based
teaching and learning strategies which enhance learning for
students with mild- moderate disabilities including individualized
approaches, contingency management techniques, and other
appropriate remediation techniques Critically evaluate a range of
instructional materials and computer software appropriate for
pupils with learning differences of different ages and generate
teaching materials of their own based on self created learner
profile Analyze and apply philosophies, methods, and materials
related to understanding and meeting the academic, social,
emotional, moral, and physical needs of students with mild and
moderate disabilities Necessary Components for Standard 9:
Preparation to Teach Reading/Language Arts Instructional Planning
Strategic selection and sequencing of curricula to be taught as
outlined in the Reading/ Language Arts Framework (2007) with
opportunities for application using State Board of Education
(SBE)-adopted core instructional materials for both instruction and
intervention during fieldwork experience. Features of instructional
design include what to teach and when to introduce skills and
concepts, how to select examples, how to integrate standards, and
how to teach for transference and generalization of skills. All
Antioch Credential Program candidates study past and current
perspectives on how reading is learned and taught, including
different approaches to and interpretations of research findings.
In TEP 505 Reading Instruction in Elementary School Classrooms (SB)
(LA), which focuses explicitly on research and practice in reading
instruction, candidates study and critique literacy research and
its implications for instruction. They subsequently take TESE 516
Understanding and Teaching Students with Mild to 30
34. Moderate Disabilities (SB) (LA), which builds on and
expands candidates' knowledge of language arts research and theory
in the context of language arts curriculum development. Concurrent
with TEP 505 Reading Instruction in Elementary School Classrooms
(SB) (LA), in TEP 533 Field Practicum (SB) (LA), candidates observe
and participate in assigned classrooms. In these assignments,
candidates put into practice what they are learning in TEP 505
Reading Instruction in Elementary School Classrooms (SB) (LA),
specifically, they use appropriate state adopted core instructional
materials in their field placements. In addition, prior to the
reading and practicum courses, candidates have taken the
prerequisite courses HDV 455 Child Development and Learning (SB)
(LA) and HDV 458A Language Development and Acquisition (SB) (LA).
These courses also present relevant research on childrens cognitive
and social development and its relationship to language literacy,
particularly reading. The ability to access and understand the
implications of new research on literacy is further developed in
TEP 505 Reading Instruction in Elementary School Classrooms (SB)
(LA) and, subsequently, in TESE 516 Understanding and Teaching
Students with Mild to Moderate Disabilities (SB) (LA). The
understanding of child development and language development provide
the foundation for learning grade level standards, reading and
language arts frameworks and the scope and sequence of state texts
for reading/language arts. These are specifically addressed in TEP
505 Reading Instruction in Elementary Classrooms (SB) (LA) and
observed in the field placements in TESE 536A Field Exploration in
Special Education (SB) and TEP 565 Adaptation Pedagogy (LA), TEP
533 Field Practicum (SB) (LA), TESE 512A Student Teaching with
Professional Seminar I (SB) (LA) and TESE 515A Student Teaching
with Professional Seminar II (SB) (LA). TEP 505 Reading Instruction
in Elementary School Classrooms (SB) (LA) and TESE 516
Understanding and Teaching Students with Mild to Moderate
Disabilities I (SB) (LA) were specifically designed to engage
candidates with both current domains of RICA (see Table 2). In
addition to exposure to and requirements for obtaining
understanding and knowledge, each candidate is provided multiple
opportunities to apply what they are learning with students with
diverse backgrounds and variable language arts abilities during the
TEP 533 Field Practicum (SB) (LA) and in student teaching courses
TESE 512A Student Teaching with Professional Seminar I (SB) (LA)
and TESE 515A Student Teaching with Professional Seminar II (SB)
(LA). Table 2: Course Emphases of RICA Content TEP Courses 4 5 8 A
5 0 5 5 1 6 5 3 3 RICA Domain x x x 1.1 Planning, Organizing, and
Managing Reading Instruction Based on Ongoing Assessment x x x 1.2
Word Analysis x x 1.3 Fluency x x x x 2.1 Vocabulary, Academic
Language, and Background Knowledge x x x x 2.2 Comprehension
31
35. The TEP 505 Reading Instruction in Elementary School
Classrooms (SB) (LA) instructors also review the domains of the
RICA, and assist candidates in preparation for the exam. Candidates
are encouraged to construct a RICA Notebook, which incorporates
notes, handouts, and information provided in TEP 505. Candidates
are encouraged to write reflective essays on each of the RICA
domains. RICA review sessions are often held at strategic times
throughout the program to support candidates taking the exam.
During TEP 533 Field Practicum (SB) (LA), and in TESE 512A Student
Teaching with Professional Seminar I (SB) (LA) and TESE 515A
Student Teaching with Professional Seminar II (SB) (LA)
respectively, candidates apply their learning as they practice
language arts instruction in assigned classrooms. Virtually all
schools in which our candidates are placed are using the
state-adopted Language Arts texts as well as adoptions specifically
for students in special education classes. In our reading courses,
candidates are taught how to use these curricula most effectively,
including extensions that enhance student connections and
meaning-making activities that increase comprehension, particularly
for English learners. Instructional Delivery/ Reading 1.
Demonstrate knowledge of reading content as described in the RICA
Content Specifications and grade level standards as outlined in the
Reading/Language Arts Framework (2007). These strands include: word
analysis fluency vocabulary, academic language, and background
knowledge reading comprehension literary response and analysis 2.
Demonstrate knowledge of components of effective instructional
delivery in reading as described in the CA Reading/Language Arts
Framework (2007). For example: orientation (e.g., engagement,
teacher demonstration) presentation (e.g., explicit instruction,
modeling, pacing) structured practice (e.g., reinforcement,
questioning, feedback) guided practice (e.g., questioning,
feedback, corrections, peer-mediated instruction) independent
practice and application independent