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NCATE STANDARD 4: Diversity The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional disposition necessary to help all students learn. Assessments indicate that the candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P-12 school faculty, candidates, and students in P-12 schools.

A. HOW DOES THE UNIT PREPARE CANDIDATES TO WORK WITH ALL STUDENTS?

COUNSELOR EDUCATIONCOURSE EDUCATIONAL COURSE DESCRIPTION &

OBJECTIVESEVIDENCE DEMONSTRATION/ASSESSMENT

COED 616Cultural and Diversity Issues in Counseling: Theory and Practice

COURSE DESCRIPTION: This course emphasizes multicultural understanding, self-awareness, skill building, and professional development in order to produce appropriate clinical services with diverse populations. Previously established counseling skills, understanding, and personal attitudes are expanded and further challenged using experiential and didactic learning. This course provides for an understanding of such diversity factors as race, nationality, religion, socio-economics, education, gender, sexual orientation, disability, and physical characteristics impacting the counseling process through reading, case studies, film, and experiential learning.COURSE OBJECTIVES: 1.To increase the students’ awareness and sensitivity in understanding their own worldview and culture as a basis from which counseling others proceeds (CACREP II G2b)

Candidates prepare, present and discuss their cultural background and explain its influence on their worldview

Presentation demonstrating an understanding of their personal culture and worldview to others

2. To foster and maintain a safe environment Candidates gain an increased Pre-test (9+page) assessment of

where self-examination on issues of bias and prejudice can be explored, in particular as to how these impact the counseling relationship. (CACREP II G2a & 2b)

awareness of and sensitivity to current diversity issues within and between groups

self-awareness, knowledge and skills of culturally competent counselors

Weekly small group discussion of issues in current events

Completion of Safe Zone training

3. To gain an understanding of individual, couple, and family counseling with diversity issues involving nationality, race, religion, socio-economics, age, gender, disability and sexual orientation issues (CACREP IIG 2, 2c)

Candidates learn and internalize a framework for examining and understanding theirs’ and others’ biases and prejudices and learn appropriate dialogue and interventions

Immersion experiences in a particular diverse population – culminating in a group presentation

Case study work incorporating diversity counseling concepts and applying multicultural theories, ethics, skills and competencies

4. To develop personal and professional development strategies for continues self-monitoring in order to address prejudices and biases as they arise in counseling and be able to understand oppression and internalized oppression and utilize advocacy techniques to insure social justice (CACREP IIG2d)

Candidates explain their professional development and diversity competencies in terms of specifically chosen goals , ethical concerns, strategies and personal awareness development

Challenge immersion experience with a culturally different person or group

Journal writing to process personal and professional challenges

Post-Test Assessment and development of a Professional Development Plan (PDP)

5. To explore, apply, assess, and integrate various Candidates apply multicultural / Preparation of diversity

theories of multicultural counseling and racial identity development along with assessment and counseling strategies used with diverse clinical populations into culturally relevant strategies. (CACREP II G2e)

diversity theories, ethics, and competencies to various counseling scenarios

counseling strategy notebook

Case study work and discussion

Film review and discussion6. To discuss ethical implications of providing culturally competent services to those clients whose ethnic and cultural backgrounds differ from that of the counselor and to incorporate those ethical concerns into a Professional Development Plan (PDP). (CACREP II G2f)

Candidates explain their professional development and diversity competencies in terms of specifically chosen goals, ethical concerns, strategies, and personal awareness.

Preparation and execution of an immersion challenge

PDP

Role plays and development of conversation starters

COED 611: Introduction to Counseling Theories and Techniques

COURSE DESCRIPTION: This course is designed to introduce students to the variety of theoretical models that underlie the practice of counseling and techniques associated with them. Theories and techniques that provide a framework for the process of counseling will be explored. The course will provide a systemic, comprehensive and balanced overview of the leading COURSE OBJCTIVE: 6. Candidates showed Approval and

Reassurance: When appropriate communicated empathy and understanding to reinforce, normalize, support, or encourage continued exploration. Exhibited understanding of client’s issues and beginning to incorporate diversity and multicultural awareness with multicultural and diversity sensitivity.9.Candidates Reflecting Meaning and Values: Demonstrated understanding behind unexpressed

Mid-term and Final Assessment of Progress: Numbers 6 & 9

meaning and beliefs in order to help the client step back from the issue to understand what his or her core beliefs really are.

COED 641:Practicum: Individual Counseling Techniques

COURSE DESCRIPTION: This course integrates varying theoretical approaches to counseling through clinical practice. It also requires progressive clinical proficiencies in the assessment, diagnosis, planning and execution of counseling, while demonstrating effectiveness in the use of behavioral science and theory, tools, and techniques of counseling and psychotherapy.COURSE OBJECTIVE: Assessment of Progress standards:

6. Candidates showed approval and reassurance: When appropriate, communicated empathy, understanding, and cultural/diversity awareness to reinforce, normalize, support, or encourage continued exploration9. Candidates reflected meaning and values: Demonstrated understanding behind unexpressed meaning, beliefs, and cultural values in order to help the client step back from the issue to understand what his or her core beliefs really are.14. Theoretical Application: Demonstrated understanding and application of theory with consideration to cultural appropriateness.15. Development: Demonstrates

Mid-term and Final Assessment of Progress: Numbers 6, 9, 14,15,

and understands the skills and processes for counseling academic, career, and personal/social development, including racial and sexual identity development.

COED 642: Practicum Group Counseling Techniques

COURSE DESCRIPTION: Four integral components of this course include first, the development of group counseling skills,; second, organizing, implementing and evaluating counseling groups; third, the acquisition and demonstration of advanced group counseling skills through clinical practice; and fourth, the enhanced use of self as a helping agent as a result of personal and professional growth and development associated with group participation.COURSE OBJECTIVE: Assessment of Progress standard:

49. Candidates demonstrate understanding of skills and processes for counseling students though group counseling for: a. academic development, b. career development, and c. personal/social development; exhibiting cultural awareness and knowledge.

Mid-term and Final Assessment of Progress: Number 49

COED 671: Secondary School Counseling

COURSE DESCRIPTION: The course focuses on the functions, roles, and current issues of secondary school counselor. Content areas include foundations of secondary school counseling, knowledge and practice of school counseling, assessment, and consultation. Major concerns of adolescents and counseling approaches to assist these concerns are also included.COURSE OBJECTIVES: Poster Presentation on issues such

5. Diversity and advocacy issues as they pertain to school counseling (E-1, 2, 3, 4).

as teen pregnancy, student violence, sexual minorities, bullying, 504 plans, etc.

Group power point presentation discussing relevant current events.

Action research paper which identifies current issues at area public schools & highlights the importance of advocacy relating to that issue.

6. Assessments related to the influence of multiple factors that may affect the personal, social, and academic functioning of students, as well as academic, career, and personal/social development (F-1, 3).

Comprehensive final exam.

COED 691/2/3: Internships in Elementary School Counseling; Middle School Counseling, and High School Counseling

COURSE DESCRIPTION: The course requires that each semester hour credit is the equivalent of 100 contact hours. Counselor Education faculty will determine credit hours available to each student. Students must register for three semester hours available for each internship.

COURSE OBJECTIVES:5. Encourage further development of effective school counseling skills, including collaboration, leadership, and advocacy.

Assessment of Progress standard: Mid-term and Final Assessments of Progress: #’s 4, 5, 6, 84. Uses culturally sensitive techniques 5. Uses client cultural background

appropriately in assessment, diagnosis, and treatment 6. Works effectively with clients who are culturally different from self 8. Facilitates appreciation for the cultural, lifestyle, and gender diversity of the school population

8. Allow students to refine skills in conceptualizing the counseling process from a theoretical framework appropriate to the client’s issues in light of family and cultural influences, development stages, and environmental factors.

Weekly immersion experiences in area public schools.

Journal writing to process weekly experiences.

11. Apply an understanding of multicultural counseling competence in interactions with students, parents, teachers, and other professionals.

Weekly immersion experiences in area public schools.

12. Highlight diversity/cultural considerations in all of the school counselor’s work with schools and communities via the technological presentation of the action research inquiry question, data gathering, and disaggregation.

Journal writing to process weekly experiences.

A. HOW DOES THE UNIT PREPARE CANDIDATES TO WORK WITH ALL STUDENTS?

SOCIAL WORKCOURSE EDUCATIONAL COURSE DESCRIPTION &

OBJECTIVESEVIDENCE DEMONSTRATION/ASSESSMENT

SOWK 601HBSE I

COURSE DESCRIPTION: This course challenges students to explore their own values and culture in an effort to create an inclusive viewpoint of human diversity.COURSE OBJECTIVES: 3. Differentiate the effects of culture in relation to environmental,

Candidates prepare 2 development papers about their cultural background

Development Paper I & IIWeek 3 Discussion

societal, and personal challenges.SOWK 602HBSE II

COURSE DESCRIPTION: …impacts of racial, ethnic, class, cultural, religious/spiritual, and gender diversity on behavior.COURSE OBJECTIVES: 3. …class, race, gender, sexual orientation, age, mental and physical abilities, religion, etc.5. Appraise how the social work value of diversity relates to…

Candidates prepare a group presentation on diversity and social

Group Presentation Session 4Session 5Session 12Session 13Session 14

SOWK 611Social Welfare Policy I

COURSE DESCRIPTION: Consideration is given to the differential impact of social welfare policy on diverse populations…COURSE OBJECTIVES: 7. Evaluate the impact of social welfare policies on diverse segments of society…

Candidates prepare a policy analysis paper evaluating social welfare policies on diverse segments of the population

Policy Analysis PaperSession 7Session 8Session 9

SOWK 621Research I

COURSE DESCRIPTION: …racism, sexism, homophobia/heterosexism, poverty… “…racism, ethnic, sexual orientation, socio-cultural, and gender characteristics…COURSE OBJECTIVES: 7. Related ethical, value, and culture issues to the conduct of social work research.


Week 4Week 5

SOWK 631Practice I

COURSE DESCRIPTION: This course focuses on introductory generalist practice models with diverse populations…COURSE OBJECTIVES: 6. Illustrate an appreciation of diversity in social work practice and become aware of biases and assumptions in order to understand their sense of “other”


Week 3Cultural Competency Paper

SOWK 632Practice II

COURSE DESCRIPTION: This course focuses on introductory generalist practice models with diverse populations…COURSE OBJECTIVES: 6. Employ a group and community practice whereby they understand,


Review paper (“level of cultural competence”)

appreciate, and intervene with diverse populations…

SOWK 641/642Foundation Practicum & Seminar

COURSE DESCRIPTION: Social construction and empowerment theories help focus toward a respect for diversity…;… valuing and respecting diversity…COURSE OBJECTIVES: 3. …demonstrating sensitivity to issues of ethnicity, age, race, gender, sexual orientation, class, and cultural differences.


Session 2

SOWK 679Advanced Standing Bridge Course

COURSE DESCRIPTION: Social and economic justice, social work values and ethics, populations-at-risk, and diversity are examined.COURSE OBJECTIVES: 5. assess ethics, values, and cultural issues…; 6. develop an appreciation of diversity…; 7. exhibit knowledge of the influences of race, gender, ethnicity, age, sexual orientation…


Integrative Assignment (Milagro Beanfield War)“Ism” Assignment (“3. Draw in social and economic justice, diversity…”Day 1 (“Cultural Competence”)Day 2(“Multiculturalism”)Day 3 (“Theory, practice, & diversity”)

SOWK 682Biopsycho-social Assessment

COURSE DESCRIPTION: …diverse cultures will be explored through assessment…COURSE OBJECTIVES: …understanding of and respect for the positive value of both diversity and culture.


Group presentation regarding differential diagnosis and role race, culture, ethnicity, and sex play in treating and diagnosing mental health disorders.

SOWK 761Social Welfare Policy II

COURSE DESCRIPTION: …broadening students’ repertoire…pertaining to ethnic minorities, diversity, and socio-economic status…COURSE OBJECTIVES: …ethnic and social/religious/regional minorities… marginalized groups…


Session 5Session 6Session 7Socio Drama Skit

SOWK 772Research II

COURSE DESCRIPTION: …gender, sexual identity, economic status, and disabilities… Institutional racism, sexism, homophobia/heterosexism…racial, ethnic…


Online NIH tutorial and includes the following: a consideration of ethical aspects of the proposal inquiry.

COURSE OBJECTIVES: …cultural, ethnic, and racial minorities, women, disabled…

Final paper students must write using nonsexist terms. In fact, students are responsible to include information on ethics, culture, diversity, social justice, sexism, disabilities, racial/ethnic identity, sexual orientation, age.

SOWK 783Practice III: Community Practice

COURSE DESCRIPTION: …the needs of vulnerable and diverse populations… through a critical multicultural lens.COURSE OBJECTIVES: …critically evaluated the needs of… diverse members of the community…


Week 5(“Creating and Celebrating diversity in Organizations”) Readings

Week 6 (“Diverse Communities…”) Readings

SOWK 784Practice III:Family Practice

COURSE DESCRIPTION: …practice with diverse families and populations at risk…COURSE OBJECTIVES: …apply models of practice with diverse families…


Week 4 “Context, diversity, and high risk families…” ReadingsWeek 5 “Culturally sensitive family practice… race, gender, sexual orientation, disability…” Readings

SOWK 785Integrative Seminar

COURSE DESCRIPTION: …issues of…diversity across multiple dimensions…COURSE OBJECTIVES: …practice dilemmas through a multicultural lens.


Group Projects, mini projects, and paper/poster will reflect understanding and integration of diversity.

SOWK 791/792Foundation Practicum & Seminar

COURSE DESCRIPTION: …practice with diverse populations…COURSE OBJECTIVES: Work with diverse groups.


Session 3 “Diversity in micro and mezzo contexts.” Reading and Discussion

EDUCATIONAL LEADERSHIP

COURSE EDUCATIONAL COURSE DESCRIPTION & OBJECTIVES

EVIDENCE DEMONSTRATION/ASSESSMENT

EDEL 621 Organization and Management of Public Schools

Students will develop an understanding of the varied managerial duties and responsibilities of school (Pk-12) and district level administrators. Students will study the role of an educational leader as a manager in school planning; organizing time, space and records; master-scheduling; staffing; budgeting and purchasing; attending to staff and student safety; managing and overseeing diverse populations in staff and student groups; overseeing school plant and grounds; and coordinating school programs for student activities, transportation, custodians, clerks, and food services employees. Through application of current research in the field of educational leadership and exploration of course content, students will apply an understanding of systems to school improvement and the support and development of educational environments to enhance opportunities for academic success of all students.

Candidates develop a school improvement plan utilizing data taken from the Virginia Department of Education (VADOE). The Plan includes short and long term goals for school improvement and must focus on improving academic achievement for All students. The utilization of actual school data allows candidates to directly address plans for addressing needs of subgroup populations, which are reported by ethnicity and special needs.

Candidates, using data gathered from the VA DOE web site ( www.pen.k12.va.us ) select a school that is accredited warned and/or has not made AYP. Develop, based on that schools’ reported data, a school improvement plan with 3 short term goals (1 yr.) and three long range goals (3 yrs.). Explain carefully, how each goal will be implemented, evaluated, and how it impacts student learning with attention directed to the specific needs of diverse learners as presented in subgroup data.

EDEL 614 Supervision and Evaluation of Instruction

This course will examine the school as a community of diverse learners and the interdependence of diverse communities, individuals, and programs. While examining these issues the course will focus on instructional supervision and transformational leadership. As part of the content of this course, characteristics of effective and exemplary schools will be presented along with theories of supervision. Course content also includes the incorporation of planning for instructional supervision. Included in the study of instructional supervision will be

Candidates respond to a case study involving instructional issues in a suburban middle school. Candidates must respond to two teachers in need of assistance and must develop plans to help the teachers improve instruction to meet the needs of all students. Students must utilize a variety of styles to help the teachers grow professionally and assure that instruction is diversified to address

EDEL 614 Supervision and Evaluation of InstructionIndividual Assignment on Supervising and Evaluating Instructional Improvement:

You are the Principal of Clintwood Middle School. This is your first year at Clintwood. Clintwood is a grade six through eight middle school with four teams at each grade level. It is in a suburban

leadership job responsibilities and varied methods of assessment and time management. Learning styles will also be reviewed by examining learning style theory and strategies for applying theory to practice. The course will explore the issue of teachers as adult learners and will examine the stages of adult development and factors influencing teacher development. The development of supervision and supervisory models are presented in the content as well as looking at the continuum of supervisor behavior. Current research will be provided with respect to the evaluation of diverse instructional programs and the specific need for the use of data in such evaluation programs. Staff development will be introduced with models for developing appropriate and differentiated staff development programs. The content of the course also provides methodologies for the use of direct assistance to teachers through clinical supervision, mentoring, peer coaching and modeling.

the needs of all learners. Teacher performance evaluation must be included.

community. The student population is 1200; at present the population is 50% Caucasian, 20% African-American, 14% Hispanic, 10% Asian, 6% Other. 90% of eighth grade students are in Algebra I. The Algebra I test scores have been slowly declining over the past four years and for the past two have been 15 percentage points below the minimum pass rate of 70%; these low scores are keeping the school and division from meeting Accreditation Standards. Within sub-groups, Caucasian male and female students pass with generally high scores – ranging form 80% -95%, although males generally have about a 10% lower score than their female counterparts. African-American students have scores ranging from 55% - 80%, with males in this group having scores ranging from 55%-67%. Hispanic student scores range from 40%-60%, with males scoring slightly higher, but not significantly higher than females. Asian students have scored well in the past but over the last two years scores have dropped to 70% - 85%, with females scoring in the 70% range. The largest

percentage of low test scores come from students on two teams the Rangers and the Rockets.

Mr. Rodriguez is the Algebra I teacher on the Rangers. He is a second year teacher. His predominate style is direct instruction with worksheets serving as the main guided practice format. Students indicate he does not teach the entire period because he gets tired of lecturing and doing practice questions on the board. Concepts are presented as rather matter of fact, and as isolated concepts. Little attention seems to be paid to the division Algebra I curriculum scope and sequence guide (based on state standards).

Mrs. Nguyen is the Algebra I teacher on the Rockets. She has been teaching at Clintwood for 10 years and was an algebra and geometry teacher at the high school for 8 years prior to that. Her teaching style is very similar to Mr. Rodriguez’s. Her students scored well in the past but the student population is not what it used to be. Her big complaint is students do not pay attention in

class and fail to bring in homework.

It is very clear when data is disaggregated that these two teachers are central to the low score issues in your school. How will you work with these two teachers to improve instruction and student learning?

Assignment:

For each teacher, identify three instructional improvements which address specific needs of diverse learner groups and explain how you will work with the individual teacher to implement and evaluate these improvements.

EDUC 615 Principals of Curriculum Development

Students will develop understandings of the philosophical, sociological, historical, economic, and psychological foundations related to K-12 curriculum design. They will examine emerging trends and democratic values and goals in a multicultural society, as well as curriculum alignment, scope and sequence, and state regulations pertaining to learning. Students will explore and apply models of curriculum development, and will develop a personal philosophy of curriculum. This course can serve as the Curriculum Development major course for Masters in Education Curriculum and Instruction concentration students.

Candidates, using a research based model for curriculum development, create a school improvement plan addressing the diverse needs of all students and stakeholders.

Individual student plans are evaluated by the course instructor. The Plan should detail specifically and in priority order a course of action. It proposes a need for visioning and collaboration with all stakeholders and is focused on improvements which promote increased student learning.

The Plan should adhere to an acceptable model of curriculum development, such as the Oliva

Model, and should include: • a statement of needs related to diverse needs of All students and society, • curriculum goals/objectives and their alignment to standards, • research-based instructional strategies, • assessments aligned with curriculum and instruction, • analysis/disaggregation of student data• professional development to support student success.

A rationale for including each action is noted. The presentation must be free of spelling, grammar and mechanical errors.

READINGCOURSE EDUCATIONAL COURSE DESCRIPTION &

OBJECTIVESEVIDENCE DEMONSTRATION

/ASSESSMENT

EDRD 695: Alternative Approaches to Reading Instruction

COURSE DESCRIPTION: This course examines alternative approaches and individualized interventions for reading instruction for students who have exceptional learning needs. The complex nature of the reading process is explored. Alternative approaches for instruction in varied reading skills are addressed and students explore how alternative approaches to instruction may supplement, extend or replace ongoing classroom programs in order to meet students individualized needs. Motivation, emotional, linguistic and cultural factors influencing reading and instructional planning are considered. COURSE OBJECTIVES:1. Demonstrate knowledge of the linguistic, sociological, cultural, cognitive, and psychological bases of the reading process and how they influence students' reading comprehension. (VGC 2b3; VPS 5; GC7K4; IRA 1.1, 1.3; VRS 6.a, 6.c)

Students create rationales for four child study interventions based on readings of professional literaturerelated to the linguistic, sociological, cultural, cognitive and psychological processes that can influence a child’s reading comprehension.

Students’ rationales are assessed with a rubric that evidences their knowledge of the linguistic, sociological, cultural, cognitive and psychological processes that can influence a child’s reading comprehension.

2. Demonstrate knowledge of the motivational, emotional, and cultural issues that influence students literacy sturggles. (VGC 2b3; VPS 5; CC6K1; IRA 1.1, 1.4, 4.1, 4.4; VRS 6.c)

Students create a rationale for their child study intervention based on readings of professional literaturerelated to English language learners, ethnic specific literature, and school /community partnerships.

Students’ rationales are assessed with a rubric that evidences their knowledge of cultural issues that we have read about and discussed in class.

3. Recognize how to create a learning environment that is respectful of, andresponsive to, linguistic and cultural diversity and exceptional learning needs. (CC 6K1; CC 6K2; CC7S8; IRA 4.2; VRS 6.c, 6.d)

Students create and implement an instructional plan for a child study student based on readings of professional literaturerelated to English language learners, ethnic specific literature, and school /community partnerships.

Students’ lessons and reflections are assessed with a rubric that evidences their ability to create a learning environment that is respectful of linguistic and cultural diversity.

EDRD 688: Foundation of Literacy Instruction

COURSE DESCRIPTION: This course is designed to provide students with foundational knowledge of the developmental stages of literacy development, as well as important seminal research within each stage. Students will also gain knowledge of developmentally appropriate, research-based instructional strategies for each stage of reading development.COURSE OBJECTIVE(S):1. Demonstrate advanced knowledge of the linguistic, sociological, cultural, cognitive, and psychological bases of the reading process and how they influence students' reading comprehension (e.g., vocabulary knowledge,prior knowledge and experience, fluency, interest, motivation).

Candidates complete a Literacy Autobiography assignment, in which they self-reflect upon the home- and school-related influences upon their personal literacy development.

The Literacy Autobiography should include:* Description and reflection of sociological influences upon the candidate’s literacy development, including language and cultural influences.* Description and reflection of psychological influences upon the candidate’s literacy development, including factors of motivation.* Description and reflection of the physical influences upon the candidate’s literacy development, including health, materials and facilities.* Discussion of how these factors inform and influence the candidate as a literacy educator.

EDRD 641: Assessment and

COURSE DESCRIPTION:The purpose of this course is to provide knowledge concerning the development of

Intervention for Language Development

language skills from birth to maturity, the relationship between thought and language, and language differences as a result of disability, culture, and life experiences. Graduate students will learn strategies for assessment and intervention in the areas of oral language development, world knowledge/spelling, and written language acquisition. COURSE OBJECTIVES:1. Recognize characteristics of one's own culture and use of language and the ways in which these can differ from other cultures and uses of language (CC6K3; IRA 1.3)

Students’ evidence their learning about culture and language by engaging in on-going discussions of professional literature.

Students are required to respond to focus questions and/or create a graphic organizer as they aremaking sense of the professional literature. These are used for class discussion and are reviewed by the instructor.

2. Critical issues related to culture, disability, language and schooling

Students’ evidence their learningabout critical issues by engaging in on-going reading and discussion ofresearch such as Why are so Many Minority Students in Special Education?

Students are required to respond to focus questions and/or createa graphic organizer as they aremaking sense of the critical readings. These are used for class discussion and reviewed by the instructor.

3. Recognize how to create a learning environment that is respectful of, and responsive to, linguistic and cultural diversity (CC6K1; IRA 2.2, 2.3, 4.2; VRS 6c)

Students must plan and implement a word study assessment project as well as a writing assessment project.These lessons evidence their ability to create a respectful and responsive learning environment.

Word study assessment projects and writing assessment projects are assessed with a rubric that includes student background and responsiveness to the individual student as integral part of planning.

EDRD 630:Teaching Reading in

COURSE DESCRIPTION:This course is designed to provide teachers with the knowledge, skills, and dispositions essential

the Content Area

to teaching reading in the content areas. The course instructor assumes a broad definition of “teaching reading,” that reading is part of a person’s literacy system with which the individual uses and interprets visual, textual, and spoken language to make sense of our world. The focus of the course will be on making theory to practice connections so that students can gain a deeper understanding of literacy and learn about and apply content area reading teaching strategies. The course will emphasize the developmental nature of literacy and the classroom strategies that support learners that are linguistically and culturally diverse.

COURSE OBJECTIVES:1. Use a large supply of books, technology-based

information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. (IRA 4.2)

Readings include an examination of author’s perspective and text bias.Students analyze and use print and on-line texts across content areas for course readings and in-class activities.Course readings and activities include elementary –secondary examples and use content area texts in literature, social sciences, science, and mathematics.

Students write in response to print, non-print and technology- based texts, using content area literacy approaches.

Students write lesson plans that include critical literacy approaches that examine bias and ideological perspectives in texts.

2. Adapt materials, programs, and strategies to meet the needs of diverse learners based on academic development, race, ethnicity, language, socio-economic class, and gender.

Students examine how authors and texts represent cultural and ideological perspectives.

Students read about, discuss and view videos on the differentiation of materials, programs and strategies to meet the needs of diverse

Students adapt lesson plans to meet the needs of diverse learners.

learners.

EDSP 669: Diagnostic and Assessment Procedures for Individuals with Disabilities

COURSE DESCRIPTION: This course teaches the rationale, content, technical adequacy, administration and scoring of diagnostic educational instruments used with students with disabilities. The emphasis is on identifying areas of educational need in students with disabilities. Diagnostic and informal information is used to formulate a written and oral report and recommendations for teachers and /or parents. This includes assessment and management of instruction and behavior that includes an understanding and application of the foundation of assessment and evaluation related to best special education practice; of service delivery, and curriculum and instruction of students with disabilities. COURSE OBJECTIVES: 1. Discuss issues, laws, policies, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services, ethical considerations, and influences of diversity related to assessment, eligibility, and placement of individuals with disabilities (CC1K6, GC8K2, & VGCA2a3)2. Identify similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs. 3. Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds. (IRA 3.3)

SPEECH PATHOLOGYCOURSE EDUCATIONAL COURSE DESCRIPTION &

OBJECTIVESEVIDENCE DEMONSTRATION?/ASSESSMENT

Speech pathology is a fully accredited program through (Council on Academic Accreditation in Audiology (CAA ) and as such has an agreement document (2008) AGREEMNENT FOR RECOGNITION with NCATE which accepts the standards without duplication and as such are in compliance with program review

SCHOOL PSYCHOLOGYCOURSE EDUCATIONAL COURSE DESCRIPTION &

OBJECTIVESEVIDENCE DEMONSTRATION?/ASSESSMENT

PSYC 665School Psychological Services

COURSE DESCRIPTION: Provides an understanding of the role of school psychologist in education settings. Covers historical antecedents of contemporary school psychology, the types of methods, skills and knowledge that the school psychologist applies in his or her job and legal and ethical issues involved in providing school psychological services. Students are encouraged to do volunteer work in a school setting in order to gain familiarity with problems school psychologists encounter.

COURSE OBJECTIVES:1. Students will observe and experience the impact of cultural issues that impact home-school collaboration and family home and community on learning and school achievement.2. Students will become knowledgeable of federal and state legislation mandating special education services to children with disabilities and how those services are implemented.

Students will draft reaction papers to weekly readings surrounding the topics of ethics and laws as they relate to school psychology.

A weekly reflection summarizing the information and discussing how the information added to and/or changed the student’s ideas about school psychology.

3. Students will learn about the impact of culture and working with parents from backgrounds and geographical settings different from their own.

A written paper and oral presentation is done by each student reviewing a periodical that publishes articles relevant to school psychology as well as two websites that provide useful, current, information to practicing school psychologists.

4. Students will have first-hand experiences observing special education, regular education, school psychology, and community services and agencies.

Students will spend two full days or four half-days in a nearby public school shadowing school psychologists, and observing elementary school day-to-day routine.

A written report of the shadowing and observation experiences is drafted and a presentation is given detailing the experience.

PSYC 781School Psychology Practicum I

COURSE DESCRIPTION: A pre-internship experience for second-year school psychology students offering supervised field work. Includes intellectual, behavioral and curriculum-based assessment techniques with emphasis on educational interpretation and remedial implications of assessment data. Supervised field interventions include pre-referral interventions, consultation, individual and group counseling, behavior management, in-service education,

parent training and counseling and program evaluation. Students work under the dual supervision of practicum instructor and on-site field supervisor (certified, experienced school psychologists). Students spend a minimum of eight hours per week in the schools plus a two-hour weekly seminar. COURSE OBJECTIVES: 1. Students will gather accurate assessment data through a variety of methods, including the selection , administration, and interpretation of standardized assessment instruments, behavioral observation techniques, interviewing techniques, curriculum-based assessment/measurement, review of records and student products, and dynamic assessment (NASP Domain 2.1).

Students complete two comprehensive assessments and prepare a resource packet for teachers and/or parents relevant to the assessment findings and/or intervention recommendations.

Students present assessment findings and psychological report at a school eligibility meeting within the school system.

2. Students will apply assessment data to the development of workable and effective intervention plans for children. Moreover, students will gain experience implementing intervention plans through indirect (consultation) service delivery and direct (intervention delivery) means.

Students complete two comprehensive assessments during the semester. Students also attend various school based meetings.

Various school based meetings may include an eligibility (504 or IDEIA) meeting, FBA/MD meeting, IEP/IAP meeting, and child study/pre-referral meeting. These meetings must be documented and include a minimum of three or more people representing different areas of expertise (i.e., “multidisciplinary”). Thoughts and comments from the meeting are processed in the weekly group seminar.

3. Students will conduct conferences with parents that provide parents with a clear and understandable explanation of assessment results (if applicable) and workable suggestions for addressing the problems of the referred child.

Students complete two comprehensive assessments and prepare a resource packet for teachers and/or parents relevant to the assessment findings and/or

Students will have a meeting with parents at least once during the semester to gain further information/data to assist in better understanding a child.

Students will conduct these conferences in a professional and courteous manner.

intervention recommendations.

PSYC 782School Psychology Practicum II

COURSE DESCRIPTION: A pre-internship experience for second-year school psychology students offering supervised field work. Includes intellectual, behavioral and curriculum-based assessment techniques with emphasis on educational interpretation and remedial implications of assessment data. Supervised field interventions include pre-referral interventions, consultation, individual and group counseling, behavior management, in-service education, parent training and counseling and program evaluation. Students work under the dual supervision of practicum instructor and on-site field supervisor (certified, experienced school psychologists). Students spend a minimum of eight hours per week in the schools plus a two-hour weekly seminar.COURSE OBJECTIVES:1. Students will gather accurate assessment data through a variety of methods, including the selection , administration, and interpretation of standardized assessment instruments, behavioral observation techniques, interviewing techniques, curriculum-based assessment/measurement, review of records and student products, and dynamic assessment (NASP Domain 2.1).

Students complete four comprehensive assessments and prepare a resource packet for teachers and/or parents relevant to the assessment findings and/or intervention recommendations.


2. Students will apply assessment data to the development of workable and effective intervention plans for children. Moreover, students will gain experience implementing intervention plans through indirect (consultation) service delivery and direct (intervention delivery)

Students complete four comprehensive assessments during the semester. Students also attend various school based meetings.

Various school based meetings may include an eligibility (504 or IDEIA) meeting, FBA/MD meeting, IEP/IAP meeting, and child study/pre-referral meeting. These meetings must be documented

means. and include a minimum of three or more people representing different areas of expertise (i.e., “multidisciplinary”). Thoughts and comments from the meeting are processed in the weekly group seminar.

3. Students will write assessment/RtI reports that clearly communicate reason for referral, background information, observations, assessment results/monitoring, and suggestions for intervention planning.

Students complete four comprehensive assessments during the semester.


4. Students will conduct conferences with parents that provide parents with a clear and understandable explanation of assessment results (if applicable) and workable suggestions for addressing the problems of the referred child. Students will conduct these conferences in a professional and courteous manner.

Students complete four comprehensive assessments and prepare a resource packet for teachers and/or parents relevant to the assessment findings and/or intervention recommendations.

Students will have a meeting with parents at least once during the semester to gain further information/data to assist in better understanding a child.

PSYC 795School Psychology Internship I

COURSE DESCRIPTION: A full-time paid professional experience under the dual supervision of a member of the School Psychology Committee and an approved on-site field supervisor. Intern functions as a staff member in professional settings to gain experience in the use and application of psychological techniques and procedures used in performing the services of a professional school psychologist. Internship grades recorded as “Pass” or “Fail.” Courses must be taken in sequence and may not be taken concurrently. Interns are required to attend our on-campus seminars each semester.

PSYC 796 COURSE DESCRIPTION: A full-time paid

School Psychology Internship II

professional experience under the dual supervision of a member of the School Psychology Committee and an approved on-site field supervisor. Intern functions as a staff member in professional settings to gain experience in the use and application of psychological techniques and procedures used in performing the services of a professional school psychologist. Internship grades recorded as “Pass” or “Fail.” Courses must be taken in sequence and may not be taken concurrently. Interns are required to attend our on-campus seminars each semester.

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