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ECSE Field Handbook Last revised 12/13/19 1 ECSE Early Childhood Special Education (ECSE) Education Specialist Teaching Credential Program ECSE Field Handbook FOR: Teacher Candidates, Field Mentors, University Supervisors, and District Partners College of Education – Teaching Credentials ECSE program Updated: December 2019

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Page 1: Early Childhood Special Education (ECSE)€¦ · Early Childhood Special Education (ECSE) Education Specialist Teaching Credential Program ECSE Field Handbook FOR: Teacher Candidates,

ECSE Field Handbook

Last revised 12/13/19 1

ECSE Early Childhood Special Education (ECSE) Education Specialist

Teaching Credential Program

ECSE Field Handbook

FOR: Teacher Candidates, Field Mentors,

University Supervisors, and District Partners

College of Education – Teaching Credentials ECSE program

Updated: December 2019

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Greetings!

This handbook is designed for a diverse audience: our teacher candidates, our supervisors, our collaborating teachers, and our partners in classrooms and at school sites and district offices. We feel honored to have such a diverse and robust community to work with; we truly value all of the expertise and efforts of our many partners and collaborators. We know that high quality teacher preparation happens when many education stakeholders work together. We hope that this Field Handbook provides a clear roadmap for how our work will proceed. For answers to specific questions about our Early Childhood Special Education (ECSE) Program, please contact our ECSE Program Coordinator, Dr. Cindy Collado at [email protected].

The following statements guide the work that we do in the Department of Teaching Credentials:

VISION: As a Credential Department we model high quality teaching that exemplifies professional standards as elucidated in California Teaching Performance Expectations (TPES) and Education Specialist Program Standards (Standards) and grounded in social equity paradigms, we promote and

practice within our own community social justice through democratic practices in classrooms and university collaboratives that interrupt narratives of domination in curriculum and instruction, and we foster personal and professional integrity.

Our vision emerges from the belief that the uniqueness of every child is a strength rather than a weakness or deficit. Our vision comes to life through focused, rigorous coursework and structured field experiences in contexts that serve large numbers of low-income, culturally and linguistically diverse students with diverse abilities. This integrated coursework and fieldwork strengthens candidates’ commitments, knowledge base and skills needed to achieve educational equity. Our vision is supported by collaborative relationships with public school districts, schools, and community agencies so that every child in grades K-18 has multiple and varied opportunities to reach his/her full potential. These partnerships will actively remove barriers to learning by engaging in collective efforts to equalize opportunities to learn for all children/youth in the K-18 public education system and through the promulgation of informed, research-oriented, culturally competent practices that are effective in multiple settings (e.g., classrooms, pre-schools, clinics, etc.). Progress towards our vision is measured through input from partners and a coordinated set of performance assessments that faculty regularly and deliberately analyze.

We are continually energized and excited by the prospect of preparing new teachers and supporting practicing teachers in the field. We look forward to working with you and know that together, we will make a positive difference in the lives of children in our region.

Best wishes – The Faculty and Staff of the Department of Teaching Credentials

California State University, Sacramento College of Education, Teaching Credentials 6000 J Street • Eureka Hall 401 • Sacramento, CA 95819-6079 (916) 278-6639 • (916) 278-5993 FAX • [email protected] www.csus.edu/coe

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Field Handbook for the Early Childhood Special Education (ECSE) Program

Table of Contents COLLEGE OF EDUCATION DIRECTORY OF RESOURCES AND CONTACTS ........ 4

COLLEGE OF EDUCATION TEACHING CREDENTIALS: SPECIAL EDUCATION PROGRAMS ............................................................................................................................... 8

INTRODUCTION TO THE EARLY CHILDHOOD SPECIAL EDUCATION (ECSE) PROGRAM ............................................................................................................................... 11

ECSE PROGRAM COURSE SEQUENCE ........................................................................... 13

ECSE IMPORTANT DATES & EVENTS ............................................................................ 19

ECSE FIELD EXPERIENCE GUIDELINES ....................................................................... 21

PURPOSE OF DIRECTED FIELD EXPERIENCES/INTERNSHIPS ................................................................ 21 POSSIBLE FIELD PLACEMENT SITES ............................................................................................ 22 DIRECTED FIELD EXPERIENCE/INTERNSHIP ACTIVITIES ..................................................................... 22 GENERAL ROLES & RESPONSIBILITIES OF THE TEACHER CANDIDATES IN THE FIELD ................................... 22 RESPONSIBILITIES OF UNIVERSITY SUPERVISOR ............................................................................ 25 RESPONSIBILITIES OF FIELD MENTOR ......................................................................................... 25 WHAT TO DO WHEN THE TEACHER CANDIDATE IS STRUGGLING: STATEMENT OF CONCERN AND PERFORMANCE

CONTRACT .......................................................................................................................... 27 DIRECTED FIELD EXPERIENCES/INTERNSHIP SEMINAR .................................................................... 27 EVALUATION OF DIRECTED FIELD EXPERIENCES/INTERNSHIPS .......................................................... 28

APPENDICES ........................................................................................................................... 29

APPENDIX A. GLOSSARY OF TERMS ............................................................................................ 29 APPENDIX B. ECSE ADVISEMENT FORM ..................................................................................... 30 APPENDIX C. TEACHER CANDIDATES ON AN EMPLOYER RESTRICTED TEACHING PERMIT: GUIDELINES AND

EXPECTATIONS .............................................................................. ERROR! BOOKMARK NOT DEFINED. APPENDIX D. STATEMENT OF CONCERN: COURSEWORK .................................................................. 40 APPENDIX E. STATEMENT OF CONCERN: FIELD EXPERIENCE .............................................................. 43

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College of Education Directory of Resources and Contacts Teaching Credentials Branch and the Student Success Center (SSC) The Teaching Credential Programs are supported by expert staff at the program, department, and college levels. Staff in our department office provide admitted candidates with resources related to courses, required forms, any program continuation issues, and faculty information. Staff advisors in the Student Success Center (SCC) provide resources related to exploring graduate programs, support for required credential exams, scholarship information, as well as assist credential candidates at the final stages of their program when a credential recommendation is needed. All preliminary credential(s) completers of our program will be

issued relevant credential(s) only by a CoE Credential Analyst.

College of Education Leadership Team - www.csus.edu/coe/about/leadership.html

Deans Dr. Alexander “Sasha”

Sidorkin Dean

[email protected]

Dr. Pia Wong Associate Dean for Research

& Engagement

[email protected]

Dr. Karen O’Hara Associate Dean for

Instruction & Student

Success

[email protected]

Branch Chairs Dr. Sheri Hembree

Interim Chair,

Undergraduate

Studies

[email protected]

Dr. Deidre Sessoms Chair, Teaching

Credentials

[email protected]

Dr. Elizabeth Lisles-Lourick Chair, Graduate

Studies

[email protected]

Dr. Julian Vasquez Heilig

Director, EdD

Doctoral Program

[email protected]

Teaching Credentials Branch

Office – Eureka Hall 401, (916) 278-6403, www.csus.edu/college/education/student-support/

• Overall Student Services.

o Student Success Center – Eureka Hall 401, (916) 278-6403, [email protected]. The one-stop shop for all student services. The Center helps guide students through their academic careers at Sacramento State. Advisors provide academic assistance to both prospective and continuing students in the College of Education. We recommend that undergraduate students meet with an advisor once per semester to discuss course planning and graduation. Learn more: www.csus.edu/college/education/student-support/

o Credential Analysts’ Office – Eureka Hall 414, (916) 278-4567. The Credential Analysts oversee advising and administrative services for current Sacramento State credential students (and out-of-state teachers) seeking

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information about completing and/or applying for their California credentials. Learn more: www.csus.edu/coe/offices-services/credentials-analyst.html

o Equity Office – Eureka Hall 436, (916) 278-7022. The Equity Office provides advising and career development resources for specific student groups. Among these are financial aid work study candidates, Cal Grant recipients, individuals that are first in family college students, and English language learners. Learn more: www.csus.edu/coe/offices-services/aero/equity/

o Information Technology Center (ITC) – Eureka Hall 203, (916) 278-4004, [email protected]. The IT Center provides web services and technical support to faculty and staff. Learn more: www.csus.edu/information-resources-technology/get-support-consultation/

o Forms and Handbooks. Teaching Credential Forms (Statement of Concern, Request to Delay or Withdraw, Advisement, Observation forms, program specific forms, etc.): www.csus.edu/college/education/teaching-credentials/current-students.html

CONTACTS for Program Specific Services:

• Linda Lugea, Teaching Credentials Department Administrative Support Coordinator: [email protected], Eureka Hall 401, (916) 278-5399

• Ashley Ciraulo-Stuart, Student Success Center Program Advisor: [email protected], Eureka Hall 432, (916) 278-6403, www.csus.edu/college/education/student-support/

• Elizabeth Christian, Lead Credential Analyst [email protected], Eureka Hall 414, (916) 278-4567, www.csus.edu/college/education/student-support/credential-analyst-office.html

• Karina Figueroa-Ramirez, Equity Coordinator: [email protected] , Eureka Hall 436, (916) 278-4324, www.csus.edu/college/education/student-support/equity-office.html

• Dr. Brian Lim, Multiple Subject Program, Coordinator: [email protected], Eureka Hall 302, (916) 278-4164, www.csus.edu/college/education/teaching-credentials/multiple-subject.html

• Lynn Solari, Multiple Subject Two Semester Program, Field Placement Coordinator: [email protected], Benicia Hall 1006, (916) 278-4620

• Dr. Tom Owens, Multiple Subject Three Semester Program, San Juan USD Professional Development School Center, Faculty Liaison:[email protected], Eureka Hall 303, (916) 278-4275

• Dr. Jenna Porter, Single Subject Program, Coordinator: [email protected], Eureka Hall, 408, (916) 278-4620, www.csus.edu/college/education/teaching-credentials/single-subject.html

• Dr. Linda Nowell, Single Subject Program, Field Placement Coordinator [email protected], Eureka Hall 303, (916) 278-4298

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• Dr. José Cintrón, Bilingual Authorization Program, Coordinator: [email protected], Eureka Hall 407, (916) 278-5544, www.csus.edu/college/education/teaching-credentials/authorizations.html

• Dr. EunMi Cho, Dual Program (Multiple Subject and Education Specialist-Mild/Moderate), Coordinator: [email protected], Eureka Hall 403, (916) 278-7547, www.csus.edu/college/education/teaching-credentials/special-education.html

• Dr. Kathy Gee, Education Specialist-Moderate/Severe Program, Coordinator: [email protected], Eureka Hall 406, (916) 278-4077, www.csus.edu/college/education/teaching-credentials/special-education.html

• Dr. Cindy Collado, Education Specialist-Early Childhood Special Education Program, Coordinator: [email protected], Eureka Hall 322, (916) 278-407, www.csus.edu/college/education/teaching-credentials/special-education.html

• Dr. Jean Gonsier-Gerdin, Special Education Master in Arts of Teaching Program, Coordinator: [email protected], Eureka Hall 322, (916) 278-4619, www.csus.edu/college/education/teaching-credentials/special-education.html

University Academic and Program Resources & Services:

Office Service Contact Info 1 Information

Resources and Technology (IRT)

If you experience technical difficulties with your computer or network connection to the university please contact the Information Resource and Technology (IRT) Service Desk

E-mail: [email protected] Phone: (916)278-7337 Or visit them in person: AIRC 2005. Website: www.csus.edu/information-resources-technology/

2 Teaching and Learning Services (Academic Technology Center: ATC)

If you need assistance navigating or operating Canvas you can get one on one software support or online support. This website also offers free software for faculty and students.

Location: AIRC 2006 Hours: Monday-Friday 8:00am-5:00pm. Phone: 916-278-2450 Email: [email protected] Website: www.csus.edu/information-resources-technology/teaching-learning/

3 University Reading and Writing Center (URWC)

The Reading and Writing Center is where students can receive assistance in writing and editing their own work.

Website: www.csus.edu/undergraduate-studies/writing-program/reading-writing-center.html Email: [email protected] Phone: 916-278-6356 Office: Calaveras Hall 128 Open Hours: Mon – Thurs 9:30am-5:30pm, Fri 10am-1pm Writing Center Location: Calaveras (CLV) 128

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4 Sac State Library

Through the library students can: use the library search to find articles, journals, and books; get articles and books the library doesn’t own for free through interlibrary loan, set Google Scholar preferences; look for a book on reserve for a course; borrow library books and media; book a study room; use over 180 computers; borrow a laptop, or print; get research help in person or virtually; brown research guides and tutorials.

Website: https://library.csus.edu/ Services for students: https://library.csus.edu/services-for-students

5 Services for Students with Disabilities (SSWD)

Offers a wide range of support services and accommodations for students in order to ensure students with disabilities have equal access and opportunity to pursue their educational goals. Working collaboratively with students, faculty, staff and administrators, SSWD provides consultation and serves as the information resource on disability related issues to the campus community.

Website: www.csus.edu/student-affairs/centers-programs/services-students-disabilities/ To request services, students can complete an application and submit medical or professional documentation to SSWD. Please see details in SSWD Application Process and Forms. Main SSWD Office: Lassen Hall, Room 1008 (first floor) Phone: (916) 278-6955 Email: [email protected]

6 Division of Student Affairs: CARES (Crisis Assistance & Resource Education Support)

Basic Needs Support The Sac State CARES office provides support to students who are in crisis or experiencing unique challenges to their education. We coordinate referrals to campus and community resources and offer follow-up support to address a variety of issues including, but not limited to:

- Transportation barriers - Mental health & wellness - Physical Health & wellness

Website: www.csus.edu/student-affairs/crisis-assistance-resource-education-support/ CARES: University Union, 1st floor, room 1260 (M-F, 8am-5pm) Phone: 916-278-5138 Email: [email protected]

7 University Policy Manual

The University Policy Manual is the official source for policies of California State University, Sacramento. The manual is subject to change at any time as new policies are issued or current policies are updated.

Website: https://www.csus.edu/umanual/

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COLLEGE OF EDUCATION TEACHING CREDENTIALS: Special Education Programs

The College of Education - Teaching Credentials offers professional programs in the areas of Special Education. Offered are professional programs leading to a blended Master in Arts of Teaching (MAT) with Education Specialist credentials for teachers of pupils with mild through severe learning needs (Mild-Moderate, Moderate-Severe, and Early Childhood Special Education Specialist Credentials). Professional preparation programs leading to Master’s Degrees include a Master of Science in Counseling with a Vocational Rehabilitation Counseling option (in cooperation with the Department of Counselor Education), a Master of Science in Counseling with a School Psychology option (also in cooperation with Counselor Education), and a Master of Arts in Education with an option in Special Education. Candidates interested in both a credential and an M.A. program should consult with a program advisor well in advance of preparing application materials as university guidelines restrict the order in which these programs can be completed.

MAT SPECIAL EDUCATION PROGRAMS

SAC STATE’S 5 MASTER OF ARTS IN TEACHING (MAT) WITH EDUCATION SPECIALIST TEACHING CREDENTIAL PROGRAMS

Mission: The Teaching Credentials Branch prepares socially just teachers and teacher leaders to be agents of

change, committed to equity and inclusion in culturally and linguistically diverse schools and communities.

CONTACT US Credential Program Advisor: [email protected]

Education Specialist Program Coordinators

ECSE: Dr. Cindy Collado

[email protected] (916) 278-4616

Mild/Mod: Dr. EunMi Cho

[email protected] (916) 278-7547

Mod/Severe: Dr. Kathleen Gee [email protected] (916) 278-4077

MAT: Dr. Jean Gonsier-Gerdin [email protected] (916) 278-4619

The Master of Arts in Teaching with Education Specialist Credential blends the

following teacher preparation programs with a MAT. The MAT-specific

coursework is an additional year after the MAT-blended credential programs.

1) Early Childhood Special Education (ECSE)Work with children with mild to severe disabilities birth to 6 years old and their families. • Program options (all offered fully online): ECSE preliminary credential, intern

option • Career paths: Early Intervention Specialist (infants or toddlers with disabilities),

Preschool Special Education Teacher, Education Consultant, Evaluator

2) Mild/Moderate Disabilities (Mild/Mod)Work with students with mild to moderate disabilities ages 5-21 years old (grades K-12).

• Program options: Mild/Mod (M/M) credential, Mild/Mod (M/M) Intern program, intern option

• Career paths: K-12 Special Education Teacher (Inclusion, Resource Specialist , Special Day Class), Education Consultant, Evaluator

3) Dual Mild/Mod & Multiple Subject credentialsWork with students with mild to moderate disabilities ages 5-21 years old (grades K-12) and without disabilities in elementary school settings (K-8).

• Program options: Dual (Mild/Mod & Multiple Subject) credentials, ACT program (4.5 year Child Development BA + Dual credential), intern option

• Career paths: K-12 Special Education Teacher (Inclusion, Resource Specialist, Special Day Class), K-8 General Education Teacher, Education Consultant, Evaluator

4) Moderate/Severe Disabilities (Mod/Severe)Work with students with moderate to severe disabilities ages 5-21 years old (grades K-12, transition teacher: post high school).

• Programs: Mod/Severe (M/S) credential, intern option• Career paths: K-12 Special Education Teacher (Inclusion, Resource Specialist ,

Special Day Class), Transition Specialist, Education Consultant, Evaluator

5) Dual Mod/Severe & Multiple Subject credentialsWork with students with moderate to severe disabilities ages 5-21 years old (grades K-12, transition teacher: post high school) and without disabilities in elementary school settings (K-8). • Programs: Dual (Mod/Severe & Multiple Subject)

credentials, intern option• Career paths: K-12 Special Education Teacher

(Inclusion, Resource Specialist, Special Day Class),Transition Specialist, K-8 General Education Teacher, Education Consultant, Evaluator

The College of Education

www.csus.edu/coe

Teaching Credentials Branch

www.csus.edu/coe/academics/credentials/

www.csus.edu/coe/academics/credentials/education-specialist/

Scan QR code to visit:

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Special Education Mission/Philosophy

Our mission is to prepare highly qualified individuals from diverse backgrounds to provide appropriate educational services to individuals with disabilities (birth to adulthood) and their families.

Special Education Program Philosophy Statement

To support this mission, we believe that teachers of students with disabilities should:

• Demonstrate respect and support for the diversity and dignity of all persons, regardless of age, race, ethnicity, language, socioeconomic status, religion, gender, national origin, abilities, family composition, and sexual orientation.

• Facilitate collaboration among general educators, special educators, families, related services personnel, and community agencies to educate students in inclusive settings.

• Utilize innovative and evidence-based practices for assessment and evaluation, program planning, curriculum, educational interventions, positive behavioral supports, and transition aimed at the development of life-long learners.

• Be active participants in innovative and evidence-based practices and should be supported in developing skills for self-reflection, critical analysis, and dissemination of information on effective practices.

• Demonstrate the core values of student advocacy, teacher advocacy, cultural competence, and family-centered, trans-disciplinary collaboration.

• Be effective agents of systems change and promoters of social justice in their schools, programs, communities, and professional disciplines.

• Facilitate the development of self-determination and self-advocacy in all students and their families with the goal of achieving meaningful life outcomes.

• Demonstrate a high standard of ethics in all of their professional activities.

Special Education Program Goals

Sacramento State recognizes that it has a major responsibility to California and the nation to encourage women and men who have high ethical and intellectual standards to enter the teaching profession. To that end, the university values and seeks teacher candidates who demonstrate a commitment to equity, problem solving, and lifelong learning which are essential for professional competency. We believe that the core competence required of all educators upon entry to the profession is the capacity to help all children and young adults to participate successfully in our democratic and diverse society as thoughtful, knowledgeable, and ethical individuals who can make their own lives and the lives of others better. A solid academic background forms the foundations for those planning to enter the Special Education Teaching Credential Programs. On the basis of this foundation, the Special Education programs provide specialized graduate level professional preparation in teaching. Goals of the credential program include the following:

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1. Candidates will identify individual differences in ability, language, and experiences, and use understanding of these differences to support their achievement.

2. Candidates will demonstrate knowledge of the learning process, the diagnosis of learning problems and strengths, and the process of evaluating their students’ achievement.

3. Candidates will identify social, cognitive, and affective needs of students and plan and implement appropriate lessons to meet those needs.

4. Candidates will teach lessons that utilize a range of strategies - e.g., inquiry, discovery, problem solving, inductive reasoning- that address the varying needs of the students

5. Candidates will study various models of and strategies for classroom management and be able to identify and use elements that promote an equitable, productive, and positive learning environment for all students.

6. Candidates will evidence effective communication skills, both written and oral, to stimulate optimal student learning.

7. Candidates will demonstrate effective interpersonal skills including conflict resolution and problem solving.

8. Candidates will exhibit desirable professional attributes and dispositions essential to working successfully in schools, e.g., prompt, dependable, self-directed, flexible, and responsive to constructive criticism.

9. Candidates will explore and draw on community and family resources to enhance their students’ learning.

10. Candidates will demonstrate knowledge of the role of the teacher in the profession and in the community.

Sacramento State Special Education Faculty

• Education Specialist: Early Childhood Special Education o Dr. Cindy Collado, Program Coordinator, [email protected]

• Education Specialist: Mild/Moderate Program o Dr. EunMi Cho, Program Coordinator, [email protected] o Dr. Elva Duran, [email protected]

o Dr. Rachael Gonzales, [email protected] o Dr. Eric Claravall, [email protected] o Dr. Jemma Kwon, [email protected]

• Education Specialist: Moderate/Severe Program o Dr. Kathy Gee, Program Coordinator, [email protected] o Dr. Jean Gonsier-Gerdin, SpEd MAT Program Coordinator, [email protected]

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The Early Childhood Special Education (ECSE) Program Program Description

The blended Master in Arts of Teaching (MAT) with Early Childhood Special Education (ECSE) Education Specialist credential program is offered within the special education program in the Teaching Credentials branch of the College of Education at Sacramento State. This program in particular focuses on serving infants, toddlers, preschoolers, and kindergarteners with disabilities birth – 6 years old. ECSE teacher candidates develop expert knowledge of the characteristics and learning needs of children with a range of disabilities, including developmental delays, low incidence disabilities, and children with severe and multiple disabilities. ECSE teacher candidates are trained as competent early interventionists and early childhood special educators who have both a strong foundation in the philosophy of developmentally appropriate best practices endorsed by the National Association for the Education of Young Children (NAEYC) and best evidence-based practices for supporting young children with disabilities and their families as recommended by the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC).

Over the course of the credential program, ECSE teacher candidates develop expertise and demonstrate competencies in two approaches to serving young children with disabilities: coaching families of infants and toddlers with disabilities and teaching preschoolers and kindergarteners with disabilities. The CSUS ECSE credential and certificate programs are strongly committed to providing candidates with applied experiences through coursework connecting theory to practice and supervised work with children with a wide range of disabilities across two directed fieldwork experiences in home-based and center/school-based service delivery models: 1) Infant/Toddler, and 2) Preschool/Kindergarten.

Upon completion of the ECSE Teaching Credential coursework, program candidates will complete an additional sequence of four MAT courses for a total of 15 additional units. Throughout the MAT program, candidates will learn how to critically examine evidence-based practices, policy issues, and current research on teaching and learning in the field of special education. Candidates will be expected to apply analytical skills to develop and implement standards-based curriculum in diverse settings using best instructional and inclusive practices that positively impact the learning of all students, including English Learners and children and youth with disabilities. Candidates also will conduct original teacher action research using practice-based methods in diverse educational settings. The materials and associated activities presented in the MAT coursework are highly integrated to support candidates with successful completion of the Master of Arts in Teaching degree at the end of the program.

Based on regulations from the California Council for Teacher Credentialing (CCTC), teacher candidates may choose to apply to be an intern during the course of their program. Therefore, the length and configuration of each pathway is contingent upon the candidate’s prior experience, prior credential(s) (if any), and other factors. Thus, it is imperative that each candidate complete an initial advising session where the faculty advisor and/or program coordinator can develop an individual program plan, which will guide the candidate’s progress through the program. Sample advising forms (which include course enrollment information) are available on the department website under “Forms” and can be found in Appendix B of this handbook.

Career Options

Candidates holding the ECSE Education Specialist credential may provide direct and/or indirect services in home-based programs, center-based settings (e.g., Head Start) and school-based settings (Pre-K). Services for infants and toddlers are traditionally home-based or community settings, with a family service orientation. Pre-K services generally include direct intervention with young children in school-based programs. Careers include but are not limited to the following: 1) Early intervention specialist, and 2) Preschool (Prek) Special Education teacher.

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Student Learning Outcomes

The education specialist programs are governed by a set of Commission on Teacher Credentialing Program Standards (CCTC). Our education specialist programs align with our department’s vision and mission while also seeking to prepare candidates able to:

• demonstrate respect and support for the diversity and dignity of all persons, regardless of age, race, ethnicity, language, socioeconomic status, religion, gender, national origin, abilities, family composition, and sexual orientation

• facilitate collaboration among general educators, special educators, families, related services personnel, and community agencies to educate students in inclusive settings

• utilize innovative and evidence-based practices for assessment and evaluation, program planning, curriculum, educational interventions, positive behavioral supports and transition aimed at the development of life-long learners

• demonstrate the core values of student advocacy, teacher advocacy, cultural competence, and family-centered, transdisciplinary collaboration

• be effective agents of systems change and promoters of social justice in their schools, programs, communities, and professional disciplines

• facilitate the development of self-determination and self-advocacy in all students and their families with the goal of achieving meaningful life outcomes

• demonstrate a high standard of ethics in all of their professional activities

Program Options

• full and part time course options • opportunities for internships

Online Resources

ECSE Program. Information about the ECSE Education Specialist credential program can be found on the program website: www.csus.edu/college/education/teaching-credentials/special-education.html Teaching Credentials Branch. Information about the Teaching Credentials Branch that offers credential programs for general education teacher candidates (Multiple Subjects and Single Subjects) and special education teacher candidates (Mild/Moderate, Moderate/Severe, and Early Childhood Special Education), including the Handbooks like the Policy Handbook for policies across all programs, application information, supervisor forms, and related information can be found on the following website: www.csus.edu/college/education/teaching-credentials/ College of Education. Information about Sac State’s College of Education including events, scholarships, news, social media, and related resources can be found on the following website: www.csus.edu/college/education/ Handbooks. Two handbooks are relevant to each teacher candidate in Sacramento State’s teacher credential programs: 1) The Policies and Procedures Handbook: All Programs, and 2) the specific program’s Fieldwork Handbook. These handbooks can be found on the following website: www.csus.edu/college/education/teaching-credentials/current-students.html

Forms. All forms associated with the Teaching Credential programs can be found on the Teaching Credentials website, at the bottom under “Resources.” There are forms specific to teacher candidates and are found on the same website with the handbooks indicated above.

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ECSE Program Course Sequence

ECSE Preliminary Credential Program

While candidates are accepted into a cohort that follows a prescribed sequence of classes each semester, they may decide to take classes at a slower pace. Additionally, teacher candidates may decide to apply to be an intern and seek a full-time teaching position in their local school district (see “Internship” below for more info). In collaboration with an advisor, candidates can map out these options and potential alternate plans.

Internship

Under special circumstances and after approval by special education program faculty and the teaching branch chair, candidates who have not yet completed the teacher preparation program may be hired by an employer to work as the teacher-of-record, assuming all of the duties of a full-time certificated teacher while also completing remaining credential program requirements. The ability to recommend a candidate for an intern credential is granted to Sacramento State by the California Commission on Teacher Credentialing (CCTC). In order to obtain CTC approval to recommend candidates for intern credentials, our programs must submit detailed documents and execute specific legal agreements (e.g. Memorandum of Understanding - MOU) between Sacramento State and the employer. We are currently approved by the CTC to recommend candidates in our programs for intern credentials. For more information about the Intern Program offered through CCTC visit this website: www.ctc.ca.gov/educator-prep/intern/default and for more information about the requirements and process for applying to be an intern through Sac State, see Appendix B for the Guidelines for EDSP Intern Credential: Criteria for

Approval of Intern Credential for Candidates in the Education Specialist Teacher Preparation Program

at Sacramento State University (this form can be found on the Teaching Credentials-Forms website: www.csus.edu/college/education/teaching-credentials/current-students.html

Intern Candidate Considerations. This is a decision that should not be made hastily. ECSE teacher candidates considering applying to be an intern through Sac State and applying for a teaching position in their local school district must consider their current goals, skills, and knowledge. Being an intern teacher candidate means you are the main education specialist responsible for providing services to young children/students with disabilities in this position; therefore, you do not work directly under an education specialist (field mentor). You will be expected to teach full-time and will be provided with a University Supervisor who will visit you once a week for an hour or biweekly for two hours. Your district is also expected to provide supervision support. In making the decision to pursue this pathway, teacher candidates must consider if they are ready with the necessary skills, knowledge, and confidence to be the primary service provider with intermittent coaching. If teacher candidates believe they are not ready and need the consistent support of a field mentor to model teaching practices and time to practice the competencies before taking the lead, then the Student Teaching option would be more suitable.

Intern Application Process. For our programs, there is a process of approval by all special education faculty and the teaching branch chair that must take place PRIOR to candidates accepting intern positions. Candidates interested in this possibility should first schedule an Advisement Meeting with his/her faculty advisor and/or program coordinator to seek advice and guidance on the process. More information specifically for Special Education candidates about the intern credential process can be found on the Teaching Credentials webpage under “Forms”: www.csus.edu/college/education/teaching-credentials/current-students.html (See also Appendix B). For intern candidates, supervision is primarily by a university supervisor, although supervision is also coordinated with the site or program administrator.

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In order to apply to be an Intern, teacher candidates must have completed the prerequisite courses (CHDV 30, EDSP 100A/B, and EDSP 170) and the four required courses in the ECSE program: EDSP 119, EDSP 216, EDSP 201, and EDSP 212. Typically, teacher candidates interested in being an intern teacher will apply to be an intern teacher in the second year of their program. Three of the four required courses are scheduled for completion in the first semester of the program with the remaining course scheduled for the second semester. In special situations in which the teacher candidate demonstrates exceptional performance in coursework, the teacher candidate can apply to be an intern in their second semester while taking EDSP 216. This situation will most likely apply to those candidates already teaching on an Employer Restricted Teaching Permit. The application process will begin the semester prior to the teacher candidate’s interest in being an intern by scheduling an Advisement Meeting with the faculty advisor or ECSE program coordinator. During the semesters approved as an Intern teacher, the teacher candidate will enroll in EDSP 476 (Internship in ECSE: Infants/Toddlers) or EDSP 477 (Internship in ECSE: Preschool). Completing EDSP 476 or EDSP 477 will replace the relevant Student Teaching course (EDSP 474 or EDSP 475).

Teacher Candidates on an Employer Restricted Teaching Permit. Some ECSE teacher candidates may begin the credential program as the teacher of record (teaching full-time) in their local school district through an Employer Restricted Teaching Permit, sometimes called an emergency permit (e.g., Provisional Internship Permit: PIP, Short-Term Staff Permit: STP). For more information, visit the CCTC’s website: www.ctc.ca.gov/credentials/req-empl-restricted. According to our agreement with CCTC, a teacher candidate with such a permit who is enrolled in our ECSE credential program is not able to apply to be an intern in their first semester as they have not yet completed the necessary coursework. Therefore, these teacher candidates will complete four online modules before beginning the credential program in the fall. Concepts learned in the modules will be taught throughout our program but teacher candidates will need these prior to beginning teaching in the fall. To show proof of completing the modules, teacher candidates submit to the ECSE program coordinator the relevant deliverables before the start of the fall semester (typically these are submitted in the ECSE program Canvas Course: Assignments tab). In such cases when a teacher candidate has significant experience and/or training in the content of one or more of the modules, the teacher candidate and the ECSE program coordinator may agree to mark this content deliverable as met by the candidate having demonstrated equivalency. For more details, see Appendix C: Teacher Candidates on an Employer Restricted Teaching Permit: Guidelines & Expectations.

Advisement Meetings

ECSE teacher candidates accepted into the program are assigned an ECSE faculty advisor who meets with him/her upon admission into the program, at the beginning of the program, and at the end of each semester (as needed). These meetings ensure the teacher candidate is meeting all requirements of the program, understands program expectations, and is on-track to graduate. At each meeting, the advisor will update the teacher candidate’s Advisement Form and sign off at critical junctures in the program: Initial Advisement Meeting, completion of the Infant/Toddler Student Teaching experience, and completion of the Preschool Student Teaching experience.

Advisement Form

See Appendix C for the Advisement Form used with each candidate during their Advisement Meetings throughout their program.

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ECSE Courses A. Prerequisite Courses (9 units)

Units Course Title (2+1) EDUC 100A/B Educating Students with Disabilities in Inclusive Settings & Lab

(EDUC 100A and EDUC 100B must be taken concurrently)

(3) EDUC 170 Bilingual Education: Introduction to Educating English Learners

(3) CHDV 50 Human Development (or equivalent approved by program advisor)

B. Core Courses (46 – 57 units across 4-5 semesters) COURSEWORK (36 units): All courses are offered via the distance-learning program in the following formats: online, hybrid, remote/local

Units Course Title (3) EDSP 119 Legal and Social Foundations of Special Education

(3) EDSP 201 Developing Collaborative Partnerships with Families, Professionals, and Communities

(3) EDSP 209 Developing Augmentative Alternative Communication Systems: Assessment and Intervention

(3) EDSP 210 Assessment and Evaluation in ECSE

(3) EDSP 211 Curriculum, Intervention Strategies, and Environments in ECSE I: Infants & Toddlers

(3) EDSP 212 Curriculum, Intervention Strategies, and Environments in ECSE I: Preschoolers

(3) EDSP 216 Understanding the Implications of Developmental Diversity in Children

(3) EDSP 217 Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges

(3) EDSP 218 Instructional Strategies: Low Incidence Disabilities

(3) CHDV 150A/B Early Literacy Development in First and Second Language

(3) EDSP 293 Strategies for Inclusive Classrooms (new course)

(3) Proposed new course Advanced Strategies in ECSE

STUDENT TEACHING (13-24 units): All candidates must complete two fieldwork intensive experiences concurrently with a seminar/course. One of these may be completed as an internship.

1) Infants & Toddlers Units Course Title (6) or (10)

EDSP 474 or EDSP 476

Directed Fieldwork Experience in ECSE I: Infants & Toddlers or Internship in ECSE: Infants & Toddlers

2) Preschool Units Course Title (1) EDSP 234 Directed Fieldwork Seminar: ECSE (Preschool)

(6) or (10)

EDSP 475 or EDSP 477

Directed Fieldwork Experience in ECSE II: Preschool or Internship in ECSE: Preschool

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ECSE Coursework Note: highlighted rows indicate ECSE program specific courses

Course Number

Term Offered

Course Name Course Description (provided in CSUS Course Catalog: http://catalog.csus.edu/courses-a-z/#E)

EDSP 119 SpEd Law

Fall Legal and Social Foundations of Special Education

Course provides analysis and practical application of social, legal, and ethical practices in the field of special education. Provides candidates with an overview of state and federal laws and

regulations, current case law, and up-to-date mandates from No Child Left Behind. Competencies needed to develop individualized programming for children with disabilities (IEP and

IFSP), verification criteria, parent's rights, IEP development and implementation, goal and objective development, placement procedures and IEP monitoring will be emphasized

EDSP 201 Fam/Collab

Fall Developing Collaborative Partnerships with Families, Professionals, and Communities

Overview of the historical, philosophical, theoretical/empirical, and legal bases for family centered, relationship based special education services. Emphasis is on developing cross-cultural competence and a strengths-based, student centered approach to empowering families and advocating for students with disabilities. Students will develop skills required to build and maintain

collaborative relationships through effective communication and teaming with families, students, professional colleagues, and community members. These skills will be applied in the context of

school family-community partnerships, professional partnerships, person-centered planning/future planning, and IFSP/IEP development.

EDSP 209 AAC

Spring Developing Augmentative & Alternative Communication Systems: Assessment and Intervention

Participants will learn: a) how to assess communicating behavior from nonsymobolic to symbolic and unintentional to sophisticated in students with disabilities; b) to work with audiologists

and ophthalmologists to assess sensory functioning related to communication; c) to develop communication system intervention plans, both low and high tech; and d) how to implement

instruction across multiple environments and with multiple partners. In addition, students will learn strategies for facilitating interactions between students with and without disabilities,

teaching others to utilize adapted communication systems, and collaboration with varied professionals.

EDSP 210 ECSE Asmt

Spring Assessment and Evaluation in Early Childhood Special Education

Quality practices in early childhood assessment using a range of culturally appropriate tools and techniques, parent-professional-collaboration, transdisciplinary team assessment,

assessment reporting and translating results into intervention planning. Participants will demonstrate skills in planning, carrying out and reporting results of assessments/evaluations for

eligibility determination, program planning, and monitoring ongoing progress for infants, young children and their families.

EDSP 212 PK methods

Fall Curriculum, Intervention Strategies, and Environments in ECSE II: Preschool

Designed to develop the skills necessary to design and implementation developmentally appropriate curriculum and intervention strategies for young children with disabilities in a range of

learning environments including home, center-based and community programs.

EDSP 216 Dev’p.

Fall Implications of Developmental Diversity in Children

Using a critical disability theory perspective, examines early development of young children across developmental areas. Explores: 1) atypical development due to prenatal, perinatal, and early

childhood developmental risk factors; 2) childhood development theories and how they support educators' understanding of children, families and developmentally appropriate practices; 3) service

delivery models and key transitions; and 4) implications of developmental disabilities across the lifespan.

EDSP 217 PBS

Spring Positive Behavior Supports for Students with Mild, Moderate, and Severe Behavioral Challenges

Comprehensive study and application of intervention strategies that enhance the quality of life for students with mild/moderate disabilities. Students will learn (a) how to design learning

environments that prevent and reduce problem behaviors, (b) learn how to identify and assess problem behavior using functional behavioral assessment methods, (c) learn how to design and

implement positive behavioral support interventions which are in compliance with federal IDEA law, and (d) apply behavioral procedures on a systemic, school wide basis.

EDSP 218 Low Inc.

Spring Instructional Strategies: Low Incidence Disabilities

Students will learn advanced methods of assessment and instruction for students with moderate to severe and profound disabilities, and multiple disabilities. Students will learn to design

assessments and work with transdisciplinary team members to write an integrated assessment report and present the report. Students will develop IEPs/ITPs based on the transdisciplinary

information, write instructional programs using research-based methods, and design methods for monitoring progress using ongoing instructional data.

CHDV 150A Bil. Literacy

Fall Early Literacy Development in First and Second Language

Students will become familiar with language and emergent literacy of young children from birth to eight. An overview of research-based developmental progression will be emphasized as it

relates to the learning foundations for language and literacy. Other focal points will be home-school connections and cultural influences on literary development. Assessment topics,

including observation and other developmental strategies will be integrated. An emphasis on increasing students' ability to connect theoretical understanding to the practice offered

in CHDV 150B.

CHDV 150B Bil. Literacy

Fall Early Literacy Development in First and Second Language Practicum

The practicum experience (20 hours) will provide students with the application of course content material learned in CHDV 150A. Students will observe and validate multiple experiences in

which first and second language learners learn language and literacy successfully. Factors affecting language and literacy development will be addressed.

EDSP 293 Incl. Strat.

Fall Strategies for Inclusive Classrooms: Education Specialists

This course provides multiple subject and education specialist credential candidates with key dispositions, knowledge, and skills needed to collaboratively serve the needs of all students with

disabilities in general education classrooms. Strategies specific to serving all students in their least restrictive environment will be covered with an emphasis on Universal Design for Learnin

g, Multi-Tiered Systems of Support, co-teaching, differentiated instruction, and assistive technology (low and high-

tech adaptations). In addition, special education terminology, policies, and practices will be applied

EDSP 211 I/T methods

Summer Curriculum, Intervention Strategies, and Environments in ECSE I: Infants & Toddlers

Designed to develop the skills necessary to design and implement developmentally appropriate curriculum and intervention strategies for infants and toddlers with disabilities in a range of

learning environments including home, center-based and community programs.

EDSP 474 I/T St. Ting

Summer Directed Field Experience in ESCE: Infants/Toddlers

Directed field experience in a cooperating school district, county office of education or appropriate privately-operated program providing early intervention services for infants and toddlers

and their families. Candidates must secure faculty approval by prior application for directed field experience.

EDSP 476 I/T Internship

Varies Internship in ECSE: Infants & Toddlers

Internship in a cooperating District or County Office of Education providing special educational services for infants and toddlers and their families. Candidates must meet the criteria for an

internship in order to register. Students may enroll in EDSP 474, Directed Field Experience in ECSE I: Infants & Toddlers, as an alternative to EDSP 476. Ten units, approximately 320 field

hours, are required to meet competencies.

EDSP 234 PK Sem.

Spring Directed Fieldwork Seminar: Early Childhood Special Education

Designed to allow the ECSE teacher candidate to focus on two overall issues: Problems and resolutions particular and general to their teaching assignment, and the development and/or

refining of a preliminary Level I Performance Portfolio.

EDSP 475 PK St. Ting

Spring Directed Field Experience in ECSE II: Preschool

Directed field experience in a cooperating school district or county office of education program providing special educational services for preschoolers and their families. Candidates must

secure faculty approval by prior application for directed field experience.

EDSP 477 PK Internship

Varies Internship in ECSE: Preschool Internship in a cooperating District or County Office of Education providing special educational services for preschoolers and their families. Candidates must meet the criteria for an

internship in order to register. Students may enroll in EDSP 475, Directed Field Experience in ECSE II: Preschool, as an alternative to EDSP 477. Ten units, approximately 320 field hours, are required to meet competencies.

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COHORT 1 of ECSE PROGRAM IMPLEMENTATION at SAC STATE (2018-2020)

EARLY CHILDHOOD SPECIAL EDUCATION (ECSE) Course Schedule

☐ Pathway 1: ECSE Preliminary Credential: 4 semesters + 1 summer Fall 1 Spring 1 Summer 1 Fall 2 Spring 2

EDSP 119 SpEd Law EDSP 216 Dev’p EDSP 201 Fams & Collab

EDSP 210 ECSE Asmt EDSP 209 AAC EDSP 217 PBS EDSP 413: Field Experience I

EDSP 211 I/T Methods EDSP 474 I/T Student Teaching

CHDV 150 Bilingual Literacy EDSP 212 PK Methods EDSP 479: ECSE Field Experience: II

EDSP 218 Low Incidence Methods EDSP 234 Seminar: PK EDSP 293 Inclusive Strategies EDSP 475 PK Student Teaching

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COHORT 2+ of ECSE PROGRAM IMPLEMENTATION at SAC STATE (Fall 2019 cohort+)

EARLY CHILDHOOD SPECIAL EDUCATION (ECSE) TEACHING CREDENTIAL (YEARS 1-2) Course Schedule

ECSE Preliminary Credential 2 options: Student Teaching (EDSP 478, EDSP 479, EDSP 474, EDSP 475) & Internship (EDSP 476, EDSP 477)

☐ ECSE Preliminary Credential: 4 semesters + 1 summer Fall 1 (9 units) Spring 1 (12 or 19 units) Summer 1 (9 or 13 units) Fall 2 (12 or 19 units) Spring 2 (10 or 14 units)

EDSP 119 SpEd Law EDSP 201 Fams & Collab EDSP 212 PK Methods

EDSP 209 AAC EDSP 216 Dev’p EDSP 217 PBS EDSP 478/476/477 Field Experience I

or Internship (for Internship, meet Basic Skills requirement)

EDSP 211 I/T Methods EDSP 474/476 I/T Student

Teaching or Internship (Meet Basic Skills requirement)

EDSP 210 ECSE Asmt CHDV 150A/B Bil. Literacy Proposed new course: Advanced

Strategies in ECSE EDSP 479/476/477 Field Experience II

or Internship (Meet Basic Skills requirement)

EDSP 218 Low Incidence Methods EDSP 293 Inclusive Strategies EDSP 234 Seminar: PK EDSP 475/477 PK Student Teaching or

Internship (Meet Basic Skills requirement)

MASTERS OF ARTS IN TEACHING COURSES (YEAR 3) Course Schedule

MAT-specific coursework begins after completion of the 2-year ECSE Teaching Credential Program Candidates can complete the MAT-specific courses and requirements within 7 years of completing the ECSE Credential program or may opt out of MAT entirely.

Summer 3 (6 units) Fall 3 (3 units) Spring 3 (6 units) EDSP 281 (Critical Issues in Special Education Research and Practice)

EDSP 282 (Methods in Research Design and Practice with Diverse Children, Youth, and Families)

EDSP 283 (Critical Analysis and Interpretation of Data within Diverse School and Community Contexts)

EDSP 250 (Master of Arts Thesis: Special Education)

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Sample Schedule

ECSE blended Credential + MAT program Cohort 2: 2019-2021-Credential, 2021-2022-MAT

Program & Field Placement Coordinator: Dr. Cindy Collado ([email protected], 916.278.4616, Eureka 322)

ECSE Credential coursework (some courses count toward MAT) Field work

expectation Monday Tuesday Wednesday Thursday

Year 1, Fall: credential/MAT

2 days/week Observe (O) &

Collaborate (C)

4-6:50p Distance EDSP 119 (SpEd Law)

4:30-7:20p Zoom EDSP 212 (PreK Methods)

4:30-7:20p Zoom EDSP 201 (ECSE Collaboration)

Year 1, Spring: credential/MAT

3 days/week At least ½ day/week with

early intervention

mentor/support teacher

(EDSP 478/477)

O, C, Participate (P)

4:30-7:20p Distance EDSP 209 (AAC)

7:30-9:50p Hybrid EDSP 216 (Dev’p)

4:30-7:20p Distance EDSP 217 (PBS)

4:30-7:20p Hybrid EDSP 211 (Infant/Toddler- I/T methods)

Year 2, Fall: credential/MAT

4 days/week (EDSP 474/479/477)

I/T student teaching/

internship (summer or

fall): gradual release or

Fieldwork: O, C, P

4:30-7:20p Zoom ECSE assessment

4:30-7:20p Zoom ECSE math/literacy

4:30-7:20p Zoom ECSE adv methods

Year 2, Spring: credential/MAT

5 days/week (EDSP 475/477)

PreK student

teaching/internship:

gradual release

4:30-7:20p Distance EDSP 293 (Inclusive strategies)

4:30-7:20p Zoom EDSP 234 (seminar)

4:30-7:20p Distance EDSP 218 (low incidence methods)

Note: part-time options are developed in collaboration with Dr. Collado, ECSE Program Coordinator

Course formats: Distance (taught in campus studio with local students (within 30 miles) attending and distance students joining via Zoom; Zoom (all students meet with instructor in real time via Zoom video conference), Hybrid (some class sessions meet via Zoom & other sessions are

asynchronous independent online modules) Fieldwork: the ECSE field placement coordinator (Dr. Collado) establishes/confirms placements and trains field mentors and university supervisors

each semester (it is possible to work as a paraprofessional or emergency permit/intern teacher in early childhood, with coordinator approval). Starting the second semester, candidates enroll in one fieldwork course each semester in which they are assigned a university supervisor that provides

coaching in addition to formal and informal observations. Candidates are expected to complete applied course projects in their fieldwork placements. The two student teaching experiences follow a gradual

release of responsibility model whereby the candidate eventually becomes the lead ECSE teacher.

Education Specialist MAT only coursework (Sample schedule coming soon)

Year 3, Summer: MAT only

Learn about critical issues, research methods & design

Year 3, Fall: MAT only

Action research in teaching position: design study

Year 3, Spring: MAT only

Action research in teaching position: complete study

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ECSE Important Dates & Events Orientation

Teacher candidates are required to attend a mandatory program orientation the week before classes begin. The orientation is from 12:00pm – 6:00pm. The location will be on-campus. For those teacher candidates unable to attend in person, you will have the following options: A) attend virtually via Zoom, B) watch a recording of the orientation, or C) a mixture of options A & B: attending virtually and watching recordings.

The orientation is organized as follows: University Orientation, College of Education Teaching Credentials branch Joint orientation for all general and special education teacher candidates (including a potluck luncheon), Special Education programs Joint orientation (ECSE, Mild/Moderate, and Moderate/Severe), and Early Childhood Special Education (ECSE) Program orientation.

Details about the orientation are emailed to candidates during the summer months by the middle of July.

Coursework: Academic Calendar

Sacramento State is on the semester system; therefore, there are three semesters offered throughout the academic year (with one Winter Inter-session): Fall, Spring, and Summer. More information about the Sacramento State academic calendar, including start dates for each semester, can be found here: https://www.trumba.com/calendars/sac-state-academic-calendar Field Experience Placement

Your unofficial start date varies by school. Your first official day during the Sacramento State semester is indicated on the Academic Calendar. You will begin your regular placement days as determined in collaboration with your Field Mentor. Your initial meeting with you Field Mentor and University Supervisor will be held within the first 2 weeks of the semester. Your midterm evaluation meeting will occur in the 7th – 8th week of the semester. The last day in your placement is typically the last week of CSUS instruction. The final evaluation meeting with your supervisor will occur during finals week (Monday – Friday).

Schedule of Classes

You can find the most current schedule in you My Sac State portal: https://my.csus.edu

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ECSE Field Experience Guidelines

Purpose of Directed Field Experiences/Internships

A competent early interventionist and early childhood special educator must have both a strong foundation in the philosophy of developmentally appropriate best practices endorsed by NAEYC, and specific knowledge of the characteristics and learning needs of children with a range of disabilities, including developmental delay, low incidence disabilities and children with severe and multiple disabilities. The CSUS ECSE credential and certificate programs are strongly committed to providing candidates supervised experience with children with a wide range of disabilities. Additionally, educators must be able to successfully work in a range of learning environments. Thus, candidates must demonstrate experience in multiple settings, including center/school-based and home-based service delivery.

As the culminating experience of your participation in the CSUS ECSE credential program, you are expected to demonstrate competency in at least six areas:

❖ Assessment and Evaluation

❖ Planning

❖ Intervention/Instructional Strategies

❖ Managing the Teaching and Learning Environment

❖ Professional and Interpersonal Skills

❖ Cultural Competence

You will be assigned to an infant program for EDSP 474 and a preschool program for EDSP 475, unless you are an intern in which case the relevant Internship course (EDSP 476 or EDSP 477) will replace the student teaching course (EDSP 474 or EDSP 475). Each of these fieldwork experiences will require you to participate for at least 180 clock hours.

You will be assigned a field mentor and a university supervisor to assist you in developing and demonstrating skills in each of the areas listed above (see the Appendix G: Field Experience Evaluation Form for the specific skills identified in each area). In addition, you may be required to demonstrate competencies specific to the program in which you are participating (i.e. home-based infant program).

At the beginning of each field experience you will complete a self-assessment, using the F i e l d E x p e r ie n ce Evaluation Form. You will meet with your university supervisor and field mentor to share your self-assessment and to develop a plan for participating in, and taking responsibility for, various program activities including assessment, planning, implementing and evaluating interventions and/or instructional activities for individuals and small groups of children and their families as appropriate to your assigned setting.

The two directed field experiences are seen as cumulative; you should be able to demonstrate competence in all areas by the end of the second experience. How much you achieve in each experience will be determined jointly by you, your field mentor and university supervisor. Your university supervisor cannot observe you full-time, so all competencies may not be able to be observed directly. It is anticipated that through your ECSE courses you have begun a portfolio that will allow you to demonstrate certain competencies based on these experiences. You may be asked to review this portfolio with your supervisor at the beginning of each field experience, to assist in developing a plan for participation in the particular field setting.

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Possible Field Placement Sites

You may be assigned to a district or county office of education program that serves infants/toddlers and/or preschoolers with disabilities. Your primary placement will be with the special education program, but it is anticipated that you will have opportunities to collaborate with other agencies and programs that serve young children and their families. For example, you may be assigned to a special education preschool program which is co-located with a Head Start or State Preschool program, and in which children are co-enrolled. You would collaborate with early childhood special education staff as well as Head Start staff. You will have a diversity of experiences in each of your field settings working with individual children and groups of children and their families. While you may participate in a variety of center-based and community settings, it is also required that you arrange to have some opportunity to participate in a home-based program.

Directed Field Experience/Internship Activities

Upon meeting with your field mentor, you will jointly determine the nature of your assignment. For example, in an infant program you may be assigned as a member of a team. You would attend all team meetings, participate in home visits, provide consultation to child care personnel, carry out assessments, and attend Individual Family Service Plan (IFSP) meetings.

You may be under the direct supervision of someone (or several persons) other than your field mentor; but all activities must be approved by the field mentor.

You will determine a schedule for assuming specific responsibilities, for example, you may attend home visits with a particular family for several weeks as an observer, and then by the 6th or 7th week you would become the primary interventionist. Or you might participate in a Head Start or State Preschool program in which several children with disabilities are included, and after several weeks assume the role of co-teacher, where you have primary responsibility for developing curricular adaptations for particular children, which will be jointly implemented by special education and early childhood education staff.

Specific requirements for completion of your field experience will be determined by you, your field mentor, and university supervisor. For example, you may be required to keep a journal of your home visit notes, including a description of the plan for each visit, and an evaluation of what actually happened. This may be in a narrative form, or you may use a checklist. For a preschool setting, you may be required to develop instructional plans for components of the schedule (e.g., centers, circle time, snack). These plans might include specifying the activity, materials, intervention/instructional strategies, adaptations needed or how activity will be embedded in typical daily routine, how activity addresses IEP goals, and how you will evaluate progress.

General Roles & Responsibilities of the Teacher Candidates in the Field

You are expected to participate in each directed field experience as a professional in the field of early childhood special education. There are many characteristics of professional behavior, and you will be evaluated on these through the Field Experience Evaluation Form. Being on time, being organized, maintaining your appearance and your health are all very important. You must also demonstrate the highest degree of ethics (e.g., confidentiality, knowledge of legal requirements and issues) and cultural competence in your interactions with children, families, staff, and other professionals.

You may at times feel frustrated in your placement, but you need to seek out your field mentor and/or university supervisor to assist you in developing strategies for addressing your frustrations; you cannot jeopardize relationships with children, families and/or program staff by acting precipitously. If you feel you are not getting the support you need from either your field mentor or university supervisor, arrange a

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conference with this person and discuss your concerns. If this is not successful, you need to contact the CSUS ECSE coordinator to arrange a meeting to address the issues.

General expectations of teacher candidates completing fieldwork:

❖ During your scheduled time in your classroom, you will engage in many activities, including some that will occur as part of school-wide activities, which will help you become familiar with the fundamental aspects of your classroom/school and your Field Mentor’s philosophy and approach to teaching. You should be consistently seeking to become more knowledgeable about:

• The grade-level curriculum, standards and benchmarks

• The developmental needs and interests of the children in your classroom

• The Field Mentor’s/school’s philosophy about, and approaches to, student engagement and classroom management

• The school community, resources, and programs available at the school

❖ Teacher candidates (TCs) should observe the routine procedures and teaching of their Field Mentors. Field Mentors should feel comfortable suggesting to their teacher candidate a focus for the observations (i.e., what to look for and why), and debrief with the TCs about the observations. In addition, the TCs will receive guidance in their courses about specific aspects of classroom routines and dynamics that they should be observing. The TC should share these protocols with the Field Mentor and debrief them.

❖ Teacher candidates should observe their Field Mentor’s model lessons and strategies in specific content areas before they (TCs) assume responsibility for teaching lessons in those content areas. In addition, when applicable co-teaching is highly encouraged especially as the teacher candidate is learning the curriculum. See Appendix A for a brief overview of co- teaching in the Glossary.

❖ Attendance. Arrive on time. You are to arrive 30 minutes before the start time (even if your Field Mentor does not). In order to meet with your Field Mentor, you may have to arrive earlier. This will be negotiated between you and your Field Mentor. Please plan a weekly meeting time with your Field Mentor for focused collaboration and communication time. (These times will vary by site)

❖ Appropriate dress. Remember to dress appropriately and act professionally from the moment you arrive on campus to the moment you leave the school grounds. Facial jewelry and piercings, other than ear piercings, are to be avoided. Tattoos with images or language inappropriate for children should be covered – if you are unsure, the best approach will be to cover your tattoo(s). Please check your sweaters and tops for appropriate tightness and how much skin is revealed! No midriffs, low pants or flip-flops are allowed. Remember that you are on an “interview” anytime you are at the school site – colleagues, administrators, parents and students will be taking notes! If you have questions regarding dress, please discuss them with your Field Mentor.

❖ Absences. Please establish a communication plan with your Field Mentor. S/he may have preferences in terms of mode of communication and timeframes (text message vs. call, not before a certain hour, not after a certain hour, etc.). It is in your best interests to identify these preferences early on and then implement them. In addition, confirm with your Field Mentor whether the school should also be part of this communication plan (e.g., call the front office if you are going to be late, absent, etc.). If an emergency or illness occurs and you must be absent during a placement day please follow the details of your communication plan. If you have specific responsibilities for that day (tutoring, small group work, teaching a lesson, etc.), you are expected to have complete plans ready that your Field Mentor can follow. In addition, please inform any CSUS professors whose classes you will miss (follow the

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guidelines in their syllabi). Please be advised that candidates will be required to make up any field experience or student teaching days missed due to absence. Excessive absences that cannot be made up (more than 15% of required days) and/or frequent schedule irregularities (tardiness or leaving early) can be cause for extending your placement or requiring an additional semester of field experience. During minimum days, students are required to commit a full day if that day is normally a full field experience day. Staff development and work days are also considered part of your assignment in the field if they fall within the required schedule. You are required to attend your CSUS classes even when your school is observing a holiday or on break (this includes spring break).

❖ Placement. When in your placement you are teaching, observing, or assisting the teacher and the students. Please plan, prepare and complete coursework at home or outside of your placement days and times. Be professional, prompt, reliable, and responsible. Cells phones can be used before and after school unless there is an emergency. Cell phones should not be “checked” and calls or texts should not be made any time while you are in your classroom or on your school site. Remember that you are on an “interview” any time you are at a school site.

❖ Do unto others as you would have them do unto you. This includes being discreet in your talk and refraining from judging others quickly and harshly. An open, accepting attitude towards others is critically important if we are to support each other and become a community of learners. This includes getting to know everyone rather than sitting and talking with just a few. Use appropriate language, developmental as well as professional (with instructors, fellow teacher candidates, children, school faculty, staff, and parents). Remember you are a guest at the school; do not critique routines, plans, or any other aspect of the school. It is appropriate to ask questions concerning any of these in order to better understand reasons and rationales, but be respectful when you do this.

❖ Tips for professional observation. Notice everything, defer judgment, make connections between coursework and the classroom, generate questions and decide where the resources are and who you can ask, identify the ah-has, and take notes so that you have them to refer to. As often as you can, connect what you observe to concepts, theories, and frameworks presented in your university coursework. Much of teaching involves putting theory into practice or using reflection on practice to bolster theories; when you think at this metacognitive level, you make great strides as a reflective, purposeful teacher.

❖ Serious concerns. If you have a concern, it is best first to go to the person most directly involved in that concern. If you do not feel comfortable with this route, do talk to your CSUS liaison.

❖ Meeting with Field Mentors. Teacher Candidates (TCs) should meet with their Field Mentors once a week for regular planning and discussion of lessons as well as to discuss the TC’s progress. The meeting time should be consistent from week to week, to the extent that this is possible. It should take place as a “sit down” meeting, as opposed to conversations held during varied times of the day or “on the fly.” All planning of lessons should be done jointly with the Field Mentor who can offer their ideas and materials, as well as ensure that TCs address the required standards. The success of TCs is promoted when the Field Mentor provides guidance and support for TCs in their planning, and also encourages/allows TCs to “tweak” the lesson to incorporate their own ideas, emerging style of teaching, and requirements from CSUS courses.

❖ Before/After School Duties. Attend staff meetings, grade level meetings as your schedule permits. If possible, attend school-wide events, e.g., PTA meetings, parent/teacher conferences, SST meetings. (These opportunities may be limited due to conflicts with course times.) Attending Back-To-School Night is a requirement in the fall unless you are taking pre- or co-requisites and attending Open House is a requirement in the spring unless you are taking pre- or co-requisites or Open House is after the CSUS semester ends.

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❖ Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they implement in the classroom, whether teaching small groups or the whole class. All lesson plans need to be typed. (Please, no teacher manual copies; even if you are using lessons from the manual, they need to be processed and reframed by your own thinking and decisions. As you will discover, teacher manuals are missing critical elements!) The thoughtful writing of lesson plans is the single most effective tool you have to ensure that you are prepared for, successful with, and confident about your own teaching. Teacher candidates will be given a lesson plan template that they will use for their instruction. Teacher candidates should keep their lessons in an orderly manner so that they can be referenced easily if needed.

❖ Submitting lesson plans to your Field Mentor. Arrive prepared for all tasks and lessons. Remember that lesson plans are required before teaching all lessons. Plan lessons in advance and have the Field Mentor provide feedback on these plans prior to the teacher candidate teaching the lesson. Teacher candidates will not be allowed to teach any lesson unless the lessons have been reviewed/approved. The timeframe for submitting the lessons prior to instruction will be worked out between the Field Mentor and the teacher candidate but out of respect for the Field Mentor’s time and to ensure that student learning is maximized, plans should be available to Field Mentor at least one day before the lesson is taught. These plans are an important means of evaluating TCs’ ability to conceptualize and include appropriate content and strategies. Also, be prepared to grade/provide feedback for all assignments, tests, projects that you assign as part of your lesson.

Responsibilities of University Supervisor

Your university supervisor will observe you and meet with you several times (in person or through videotape exchanges). In the case of home-based field placements, the supervisor will meet with you in person, by phone, or through electronic communication, and coordinate more closely with the field mentor. This arrangement is necessary in order to not overwhelm an infant/toddler and his/her family with many strangers in the home. The university supervisor will give you feedback regarding successful interactions and give suggestions to improve skills where needed. Specific assignments may be designed to enhance skills in particular areas. You and your university supervisor will typically not be able to meet face-to-face immediately following an observation. Your supervisor will arrange to provide you feedback regarding the observation. For internship candidates, supervision is primarily by a university faculty member, although supervision is coordinated with the site or program administrator.

Responsibilities of Field Mentor

Directed field experiences/internships are a joint responsibility of the university and the early childhood special education program where you are placed. The day-to- day supervision is provided by the field mentor or other person assigned at the field site (except in the case of the intern). The field mentor (or other direct supervisor) will complete the Evaluation Form during the course of your participation in the field setting and will provide you with ongoing feedback to encourage the optimal development and demonstration of skills in each of the competency areas.

❖ Introduce the teacher candidate to the school or program, students, and other faculty and take the lead in providing inclusion opportunities for the teacher candidate. It is strongly recommended that teacher candidates be introduced as “co-teachers” so it is clear to the children that TCs have shared responsibility and authority as teachers in the classroom.

❖ Plan an initial meeting with the candidate to help orient him/her to the school, classroom, and students. This includes information about

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o the school-wide and classroom management philosophy, school and classroom schedules, routines, including lunch, playground, and, especially, emergency procedures. Encourage questions and discussions on teaching and management decisions.

o appropriate background information on the students

o the scope and sequence of curriculum as well as resource materials that are available to prepare lessons.

o instructional materials, information on where additional materials are located, and how materials are checked out.

o “mapping out” when various areas of instruction will be assumed by the teacher candidate. Over the course of the student teaching experience, the responsibility for classroom instruction gradually shifts from the Field Mentor to the teacher candidate.

❖ Model effective instruction and student engagement. Before assuming responsibility for any area of instruction, teacher candidates should observe their Field Mentor model procedures and lessons for that area of instruction. Seeing how the Field Mentor manages the curriculum and the students is critically important. We recommend that when the TC is observing the Field Mentor, s/he be directed to observe specific aspects of a lesson and have the opportunity to debrief and discuss observations after the lesson.

❖ Frequent meetings with the teacher candidate. Plan scheduled times to meet with the candidate such as 30 minutes at the beginning or end of the day. During these meetings, the goal is to help the candidate learn about the competencies necessary to becoming an educator in this position. You can do this by:

o Providing the teacher candidate with “think alouds” before/during/after teaching as appropriate, explaining pedagogical and management decisions, making transparent decision-making in all areas as it happens helping the teacher candidate know how the teacher knows/knew that students did or did not meet the learning objectives and why certain next steps were decided.

o Giving and receiving feedback regularly. The aim is for everyone to be in a reciprocal learning collaboration.

o Helping the teacher candidate see how the Field Mentor bases his/her pedagogical decisions and choices about content matter on students’ backgrounds, interests, and needs, so as to enhance student interest and engagement.

o Providing the teacher candidate with examples of how the curriculum and resource materials can be adapted so as to meet the specific needs of the classroom students, as well as their interests and backgrounds.

❖ Lesson Plans. All of the expectations previously indicated continue to apply. At the same time, it is expected that the TC should be able to make increasingly sophisticated decisions about curriculum, pacing, transitions, differentiation, assessments, etc. The Field Mentor and TC should establish a timeline for submitting lesson plans for review. All lesson plans will go in TC’s “Teacher Candidate Binder.”

❖ Solo Experience: The Field Mentor should be an active participant in this experience, from collaborating on the structure of the experience (see possible scenarios above) to planning the curriculum to being a part of the instructional team (working with a small group, etc.). The Field Mentor should be prepared to observe informally during the solo and to provide the TC with constructive feedback. Complete all university evaluations/forms.

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❖ Issues/Problems. Notify the CSUS liaison immediately if problems develop and normal progress is in question.

What To Do When The Teacher Candidate Is Struggling: Statement of Concern and Performance Contract

Candidates who are having difficulty need to be informed in writing of the areas of weakness, and given specific suggestions and timeline for improvement. A Statement of Concern and Performance Contract for coursework (see Appendix D) or Field Experiences (see Appendix E) should be completed by the Course Instructor or Field Mentor, in consultation with the CSUS liaison. The Statement of Concern and Performance Contract must be discussed, dated and signed by the candidate, the course instructor or field mentor (as applicable), and the CSUS liaison with copies provided to each party.

It’s very important to document concerns early. Candidates need time to remediate and implement suggestions provided in the Statement of Concern and Performance Contract. At the first sign of concern for your teacher candidate, begin the documentation process using the following steps:

1. DOCUMENT the concern in writing and communicate it to the teacher candidate with a discussion of strategies for potential improvement.

2. DISCUSS the concern with the candidate.

3. IF THE CONCERN IS NOT CORRECTED WITHIN A REASONABLE AMOUNT OF TIME, a Statement of Concern should be jointly developed with the CSUS liaison. Conferencing with all parties involved should be a part of this process and will lead to a written Performance Contract for the Candidate.

Statement of Concern shall include:

• Statement/s of the area/s of inadequate performance

• Suggested actions to be taken to improve performance

• What will be accepted as evidence of satisfactory performance and how this will be assessed

• Statement of acceptable time lines

• Statement of what will occur if performance does not improve

The Performance Contract must be discussed, dated and signed by the teacher candidate, the collaborating teacher, and the CSUS liaison with copies provided to each party.

Directed Field Experiences/Internship Seminar For each field experience (i.e., EDS 474, EDS 475,) you will simultaneously enroll in a course to support you in your fieldwork. During your Infant/Toddler Student Teaching experience, you will take EDSP 211 (Curriculum, Intervention Strategies, and Instruction in ECSE: Infants & Toddlers). During your Preschool Student Teaching (EDSP 475) or final semester of the Internship in ECSE: Preschool (EDSP 477), you will take EDSP 234 - the directed field experience seminar. These simultaneous courses will provide you opportunities to reflect on how your field experiences match expectations based on academic coursework. In addition, they provide you with opportunities to share issues and concerns regarding your current placement with fellow candidates; and to brainstorm solutions to assessment, collaboration,

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curriculum/intervention, and management needs you may have identified in your particular field setting. You will develop and/or refine your portfolio for each field experience (i.e., EDSP 474/475) as part of your participation. At the conclusion of both directed field experiences you will submit your preliminary Level I Performance Portfolio for evaluation by the ECSE faculty at CSUS.

Evaluation of Directed Field Experiences/Internships

As stated earlier, during the course of each directed field experience, you will be observed by your university supervisor and your field mentor. Formal evaluations/reviews of the Evaluation Form will be carried out by the university supervisor and field mentor midway through and towards the completion of the field experience. The supervisor will conference with you at each of these points. The midterm evaluation will serve as a progress benchmark for planning the rest of the field experience. The final evaluation will occur at the end of the field experience and provide you with an overall assessment of attainment of the competencies for that experience.

The grade for your field experience will be either a "credit" or "no credit". The university supervisor, as an official representative of the College of Education at CSUS is solely responsible for determining final grades and submitting them to the university. You must meet all competencies agreed upon for the particular field experience with a rating of "competency met" in order to receive a "credit" grade. At the completion of both field experiences you must have a rating of "competency met" in ALL competencies in order to receive credit for the final field experience.

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Appendices Appendix A. Glossary of Terms Co-Teaching Model – “Two teachers (Cooperating Teacher and teacher candidate) working together

with groups of students – sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space. Both teachers are actively involved and engaged in all aspects of instruction” (Bacharach, N. and Heck, T., 2011).

Competencies – The competencies are the measurable and observable knowledge, skills, and dispositions that the university uses to evaluate candidates. The evaluation form can be found at the end of the handbook.

ECSE – Early Childhood Special Education covers infants and toddlers as well as preschoolers and kindergarteners with disabilities ages birth to 6 years old.

Field Mentor (FM) – The in-service teacher who willingly collaborates with and mentors a teacher candidate.

Field Placement – Field placement is the all-encompassing term used to refer to the field experience placement (first semester) and student teaching placement (second semester).

Field Placement Coordinator – The CSUS faculty member who assigns candidates their field placements.

Lesson Plan Template – The required lesson plan template that all EDS teacher candidates use throughout the program. A copy of the template is included in this handbook.

Supervisor – The CSUS faculty member who evaluates the candidate’s performance in the host classroom and acts as a liaison between the university and the public school. The University Supervisor plays a key communication role among the school administrators, the Cooperating Teachers, and the program faculty/staff in support of the teacher candidate.

Teacher Candidate (TC) – A teacher candidate enrolled in the university credential program who concurrently works in the field as a student teacher or an intern teacher.

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Appendix B. Guidelines for EDSP Intern Credential: Criteria for Approval of

Intern Credential for Candidates in the Education Specialist Teacher Preparation

Program at Sacramento State

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Appendix C. Teacher Candidates on an Employer Restricted Teaching Permit: Guidelines and Expectations

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Appendix D. ECSE Advisement Form

Revised 4/5/19

California State University, Sacramento College of Education, Teaching Credentials

6000 J Street • Eureka Hall 401 • Sacramento, CA 95819-6079 (916) 278-6639 • (916) 278-5993 FAX • [email protected] www.csus.edu/coe

MASTER OF ARTS IN TEACHING (MAT) WITH EARLY CHILDHOOD SPECIAL EDUCATION (ECSE) CREDENTIAL PROGRAM ADVISEMENT

Name:

CSUS ID#:

Address: Date:

Phone #: Email: Faculty Advisor:

PREREQUISITES

☐ EDUC 100A/B

☐ EDUC 170

☐ CHDV 30

☐ Child Dev coursework

☐ 45 hours fieldwork

☐ CBEST

_____________________________________________☐ Requirements Met Faculty Advisor Signature Date

COURSEWORK & FIELD WORK REQUIREMENTS (3student teaching & Internship options) ECSE Preliminary Credential + Master in Arts of Teaching (MAT) Units Equivalency Date Completed

EDSP 119 F Special Education Law & Inclusion 3

EDSP 201 F Partnering w/ Families & Communities 3

EDSP 212 F ECSE Methods: Preschool 3

EDSP 209 Sp Augmentative & Alternative Comm. (AAC) 3

EDSP 216 Sp Implications of Development 3

EDSP 217 Sp Positive Behavior Supports (PBS) 3

EDSP 478/476/477 Sp Field Experience I 3 or 10

EDSP 211 Su ECSE Methods: Infant & Toddler 3

EDSP 474/476 Su Student Teaching/Internship: Infant & Toddler 3 or 10

EDSP 210 F Assessment & Evaluation in ECSE 3

CHDV 150A/B F Literacy in 1st & 2nd language 3

Proposed new course F Advanced Strategies in ECSE 3 3

EDSP 479/477 F Field Experience II 3 or 10

EDSP 293 Sp Strategies for Inclusive Classrooms 3

EDSP 218 Sp Methods for Low Incidence disabilities 3

EDSP 234 Sp Preschool Seminar 1

EDSP 475/477 Sp Student Teaching/Internship: Preschool 6 or 10

EDSP 281 Su MAT: Critical Issues in Special Education 6

EDSP 282 F MAT: Methods in Research Design & Practice 3

EDSP 283 Sp MAT: Critical Analysis & Interpretation of data 3

EDSP 250 Sp MAT: Thesis in Special Education 3

INTERNSHIP ELIGIBILITY REQUIREMENTS (if applicable)

☐ EDSP 119 ☐ CHDV 150A/B

☐ EDSP 201 ☐ Pre-req’s ☐ EDSP 216 ☐ Online Modules

☐ I/T OR ☐ PK

____________________________________________ Requirements Met Faculty Advisor Signature Date

Initial Advisement Plan Approved

Directed Field Experience/Internship in ECSE I: Infants & Toddlers

Directed Field Experience/Internship in ECSE II: Preschoolers

Faculty Advisor Signature Date

Faculty Advisor Signature Date

Faculty Advisor Signature Date

Verification of Completion of Program --- ALL REQUIREMENTS MET: (for ECSE Advisor final approval)

Faculty Advisor Signature Date

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Appendix E. Statement of Concern: Coursework

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Appendix F. Statement of Concern: Field Experience

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Appendix G. Field Site Clinical Experience Background Form Field Site CLINICAL EXPERIENCE BACKGROUND FORM

CTC-approved credential programs must ensure that candidates experience issues of diversity during their clinical experience. These opportunities to better understand the socio-cultural contexts of typical public school students in California and to put theory into practice in authentic settings strengthens your preparation. Please complete this intake form so that we can ascertain whether your current place of employment meets CTC standards. If it does not, we will work with you to make arrangements for co-curricular experiences throughout the length of the program.

Current Place of Employment

Grade span Total Enrollment

% of English learners (should be >20%)

% of White students (or diversity index) (should be <60%)

% of Students who qualify for subsidized meals (should be >30%)

Information Source

The site referenced above meets the expectations for diversity. This candidate will need no additional experiences.

Program Coordinator Name: Signature: Date: The site referenced above does not meet the expectations for diversity. This candidate will need additional experiences. These experiences should be recorded below. Site Name Grade span Total

Enrollment % of English learners (should be >20%)

% of White students (or diversity index) (should be <60%)

% of Students who qualify for subsidized meals (should be >30%)

Information Source

Briefly describe your experiences at this site and the duration/dates: Briefly describe your experiences at this site and the duration/dates: Briefly describe your experiences at this site and the duration/dates:

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Appendix H. Field Experience Evaluation Form

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