Early Childhood Special Education Credential Program

Program Review

Program Addendum: Program Response to Feedback (April 2023).

1. Program Summary

Program Design

The program design of the Education Specialist Credential is multi-faceted, providing for coordination of the components of the three program areas and candidate support in all areas and at all stages: the Department Chair, a Fieldwork Coordinator, an Admissions Coordinator, and Program Area Coordinators for Mild to Moderate Support Needs, Extensive Support Needs, and Early Childhood. The Department Chair works closely with the Dean’s office and Credential Preparation Center on policies and all student support issues. The Department Chair is active on the College of Education Advisory Board where representatives from all of the local school districts attend and give input on credential program issues.

Program modifications in the past two years include the following: (1) preparing for the new standards for all three program areas, (2) beginning the TPA Pilot Study during the Fall of 2021 (3) addressing the College of Education’s new conceptual framework of Reach, Teach, Impact, and (4) new placement policies through the College of Education which requires placements in Title 1 schools, in schools with 50% or more historically excluded students, and confirming that mentor teachers have professional development in anti-racist teaching or model an anti-racist teaching philosophy.

1.1.1 Table Depicting Location, Delivery Models, and Pathways
Location	Delivery Model	Pathway
Main Campus	In-Person	Two-semester program
Main Campus	In-Person	Three-semester program
Main Campus	In-Person	Four-semester Combined
Main Campus	In-Person	ITEP

Course of Study (Curriculum and Field Experience)

The program consists of three phases:

A prerequisites phase in which candidates are introduced to positive behavior support (SPED 322: Introduction to Positive Behavior Support), language and culture for special populations (sped 425: Foundations of Teaching and Learning for Students who are CLDE), and an overview of exceptionalities (SPED 371: Exceptional Individuals). Candidates complete 60 hours of fieldwork: 30 hours in SPED 371 Exceptional Individual and 30 hours in SPED 425.
A core-components phase that focuses on all aspects of the profession including:
1. an introduction to autism (SPED 401: Introduction to Autism);
2. characteristics of children with various disabilities (SPED 400: Early Childhood);
3. teaching and family support for infants and toddlers with disabilities (SPED 489C: Directed Teaching for Infant/Toddler);
4. knowledge and application of inclusion (SPED 428: Inclusive Education)
5. an exploration of how the dynamics of disabilities affect families, and knowledge and experience with building positive relationships with families and care-givers (SPED 421: Working with Families of Individuals with Disabilities);
6. research-based practices in building literacy in early childhood (SPED 436: Literacy for Early Childhood Special Education).
An advanced specialization phase that addresses characteristics and teaching methods related to the specific disability areas:
1. issues related to assessment for identification of exceptional individuals, including legal mandates and regulations related to assessment, Multi-Tiered Systems of Support, with an emphasis on progress monitoring and program evaluation in infants (SPED 514: Infant Assessment and Intervention) and toddlers (SPED 515: Preschool Assessment and Intervention).
2. advanced techniques for functional behavioral assessment and positive behavior support at the classroom and school-wide levels (SPED 522: Positive Behavior Support).
3. practice determining the effectiveness of research-validated curriculum and instruction (SPED 482C: Curriculum, Methods, and Intervention for Early Childhood Special Education).
4. student teaching in special education that includes field support and weekly activities in which candidates demonstrate proficiency (SPED 489D: Preschool).

Assessment of Candidates

The Education Specialist Preliminary Credential Program is assessed through the College of Education Unit Assessment System designed for the continuous collection of multiple data sources to monitor candidate performance and to manage and improve program effectiveness. After admission to the program, candidates are guided and coached on their performance throughout the preliminary program, with several key assessment points where faculty note candidate progress and decide whether or not they will continue in the program or need additional support. Throughout these multiple points of assessment and transition, candidates must demonstrate competency in both coursework and Directed Teaching. In order to pass Directed Teaching competencies, candidates are evaluated in multiple settings and by multiple raters. The assessment results are discussed with the candidates by their supervisors, program area coordinators, and professors of their courses based on assignment feedback.

Data analyzed to determine if candidates have met the requirements necessary to matriculate through specified program levels are collected at four transition points (TP):

Admission to Program
Admission to Initial Student Teaching
Admission to Final Student Teaching
Exit from Program

The chart below displays the various assessments used to evaluate candidate progress, performance, and program effectiveness. A full description of each assessment follows the chart. This chart includes both pre- and post-admissions assessments.

1.1.2 Table Display Various Assessments
Assessment tool	Description	Data collected
Prerequisite Course Grades	Standard aligned assignments, projects, and assessments in areas of behavior, English Learners, and disabilities.	Percentage of candidates with a passing grade of C- or higher in all courses.
Prerequisite Fieldwork Evaluation	Measures the development of professional dispositions aligned with TPEs as indicators of success in student teaching.	Candidates must have successful experiences and reports must be adequate (80% of points given or better) to continue on to formal Directed Teaching.
Admissions Interview	Candidates are interviewed by two people, the Program Coordinator and the Admissions Coordinator, in a small group with 3-6 other applicants. After the interview, the scorers rate the candidate and discuss ratings until agreement is reached that a student should be admitted or not. If agreement cannot be reached, a second individual interview is conducted.	Scores from 1-3 on Admissions Decision sheet that cover dispositions for teaching. Candidates must earn a score of 80% (32/40) for admission.
Dispositions	Supervisors and Master teachers rate the candidates during Week 5 of each student teaching semester.	Any disposition evaluation below a 2.0 will result in dismissal from the placement, a No Credit in the course, and a Candidate Improvement Plan to remain in the program. A score of 1 on any Disposition item is unacceptable and a second Dispositions evaluation will be conducted one week later.
Semester 1 Course Grades and Signature Assignments	Measures candidate performance in understanding characteristics, collaborating with families, and working with a general educator by co-teaching, and adapting general education standards.	Percentage of candidates with a passing grade of C or higher in all courses and passage of signature assignments with 80% or better.
Directed Teaching Evaluation 1	Measures candidate performance on competencies in infant/toddler or preschool placement (ECSE).	Percentage of candidates’ performance on a 4-point scale (1=unacceptable; 2=basic; 3=skilled; 4=distinguished). The average passing score for directed student teaching is 2.85 or better.
Semester 2 Course Grades and Signature Assignments	Measures candidate performance in understanding curriculum, assessment, and Positive Behavior Support.	Percentage of candidates with a passing grade of C or higher in all courses and passage of signature assignments with 80% or better.
Directed Teaching Evaluation 2 489D Preschool or 489C Infants and Toddlers	Measures candidate performance on competencies in infant/toddler or preschool placement (ECSE).	Percentage of candidates’ performance on a 4-point scale (1=unacceptable; 2=basic; 3=skilled; 4=distinguished). The average passing score for directed student teaching is 2.85 or better.
CSU Exit, Alumni, Employer Surveys	Measures the University's teacher preparation program effectiveness in a variety of areas.	Mean scores on a variety of questions

TPA Information – Only for MMSN and ESN

Beginning in the fall of 2022, candidates seeking a Mild to Moderate or Extensive Support Needs preliminary credential will be required to take and pass the California Teaching Performance Assessment (EdSp CalTPA). To address the new requirements, during the first semester of the program, candidates enrolled in their first fieldwork practicum, SPED 488, will have the opportunity to learn about the EdSp CalTPA during one of their asynchronous seminars. Additionally, one of the weekly activities will ask candidates to develop and annotate a 5-to-7-minute video clip of themselves teaching. The purpose of the activity will be to orient them with one of the major EdSp CalTPA requirements.

During the second semester of the program, candidates will enroll in their second fieldwork practicum, SPED 489A or SPED 489B along with a TPA support seminar, SPED 420, which will be offered as a special course until it is granted new course status. SPED 420, will be a 15-week course divided into nine fully online asynchronous and synchronous modules designed to prepare candidates for both cycles of the EdSp CalTPA. After the first module, the remaining eight modules will be divided, four focusing on Cycle 1 and the other four on Cycle 2. For example, the first module will include one synchronous and asynchronous session. Candidates will be given a general overview of both cycles. One activity will be to register for Cycle 1 and other will be to submit a timeline plan to complete Cycle 1 and Cycle 2. The second module will consist of three sessions. The aim of the module will be to help candidates make connections between the TPAs and the Individual Education Plan (IEP). Candidates will be introduced to the guidelines and rubrics for identifying three focus students. All the modules have been designed to address the tasks associated with each cycle and include embedded opportunities for candidates to ask questions about the templates, rubrics, and share with their peers.

In SPED 420, students will be asked to work in small groups, provide the instructor with progress reports in the form of exit tickets, engage in peer reviews with classmates who are teaching in a similar setting, and complete a self-assessment to help the candidate identify if they need to revisit a particular section.

If a candidate does not pass, the proposed plan is for them to email the EdSp TPA Coordinator. Together, they will develop a plan of action, which will include the candidate reviewing all scores of a 1 or 2.

2. Organizational Structure

Special Education Organizational Chart PDF File

3. Faculty Qualifications

3.1 Overview of Faculty
Full-Time Faculty	Part-Time Faculty
6	9

Department of Special Education Faculty List
Name	Degrees Held	Program Pathway	Status	Courses Taught
Brown, Stephanie	Ph.D.	Early Childhood	Part-Time Faculty	SPED 371, SPED 489CD
Cote, Debra	Ph.D.	Mild-Moderate, Extensive Supports, Early Childhood	Full-Time Faculty	SPED 322, SPED 522
Jones, Vita	Ph.D.	Mild-Moderate, Extensive Supports, Early Childhood	Full-Time Faculty	SPED 436, SPED 482C
Larios, Rosalinda	Ph.D.	Mild-Moderate, Extensive Supports, Early Childhood	Full-Time Faculty	SPED 421
Martinez, Laurel	M.A.	Early Childhood	Part-Time Faculty	SPED 489D
Mckee, Aja	Ph.D.	Mild-Moderate, Extensive Supports, Early Childhood	Full-Time Faculty	SPED 400, SPED 401, SPED 428
Myck-Wayne, Janice	Ed.D.	Mild-Moderate, Extensive Supports, Early Childhood	Full-Time Faculty	SPED 421, SPED 489C, SPED 489D, SPED 514, SPED 515, SPED 535
Pierson, Melinda	Ph.D.	Mild-Moderate, Extensive Supports, Early Childhood	Full-Time Faculty	SPED 371, SPED 425
Taberski, Jennifer	M.S.	Early Childhood	Part-Time Faculty	SPED 489D

4. Course Sequence

Education Specialist Credential Program Course Sequence PDF File

5. Course Matrix

Education Specialist Early Childhood Special Education Credential Program Course Matrix PDF File Opens in new window

6. Fieldwork and Clinical Practice

6.1 Early Childhood Special Education: Supervised Early Fieldwork and Clinical Practice Experiences - Total Hours: 490

Early Childhood Special Education: Supervised Early Fieldwork
Supervised Early Fieldwork	Hours	Assignment/Activities
SPED 371 Exceptional Individual	20	Teacher Candidates observe in 3 different settings (can be a community organization, a classroom, a daycare setting, etc., but 3 different types of disabilities in students must be observed). One full page (double spaced in 12-point font) per observation – a minimum of 3 full pages are required to earn full points
SPED 421 Working with Families of Individuals with Disabilities	10	Teacher Candidates will develop in writing a family interview for a family with one child who is labeled as having a disability. For those Teacher Candidates interested in early childhood special education, please interview a family (or member of a family) with a young child with a disability or a child that is at-risk. Teacher Candidates may utilize any format they chose, as long as it is of a comprehensive nature.
SPED 428 Inclusive Education	20	Stakeholder Interview: Teacher Candidates will be required to identify a child who is receiving an inclusive education and interview at least 3 members of that child’s team that have different roles (e.g., teacher, parent, specialist. Environment & Engagement Project: Teacher Candidates will be required to identify a classroom with an included child with disabilities, obtain teacher permission, and conduct an environmental assessment and a student engagement assessment. Social Facilitation Reflection: Teacher Candidates will be required to observe a child with disabilities (3-5 years old) along with 1-2 typically developing peers (either live or via a course- provided videos). Teacher Candidates will (a) assess adult use of social facilitation strategies and (b) record data on students’ social interactions.
SPED 436 Literacy for Early Childhood Special Education Specialists	20	Each Teacher Candidates is required to complete a case study of a preschool child. The purpose of the case study is to acquire experience in diagnosing the strengths and weaknesses of a child in his or her literacy skills and to develop an instructional plan based on this diagnosis. Please create specific headings in your paper that align with the categories listed below. Identify a child with whom you can work for at least four weeks. You should identify a preschool child who has goals that pertain to the development of emergent literacy and language skills. Choose a student in the class that you are currently teaching or at a public preschool special education program that has been approved by the instructor. Obtain permission to conduct this assignment in the classroom from the school administrator and classroom teacher (15 pts.) Maintain the confidentiality of the student by changing identifying information such as name and birth date. Collect the following information from the child’s records or from the teacher: School and medical history, if applicable. Information regarding the student's first language, if applicable Information regarding speech and language development and difficulties, if applicable. Any special services information (IEP), including the name and type of services the students receive. (10 pts.) Assess emergent literacy and language skills using the tools discussed in class and/or the assessment instruments used by teachers in the student’s school district. Analyze the results. Write an overall plan for instruction. Carry out instruction for at least 6 times. The number of sessions beyond six is up to you. Turn in the log of instruction dates and the signature of cooperating teacher. Keep a log in which you include: Dates of meetings, Lesson plans, Data collection, evaluations of lessons, and goals for the next lesson. MOST IMPORTANT are critical analysis statements of your own instruction: what you observed the student doing, and how you analyzed and responded to student needs. Your lesson plans should reflect changes based on weekly observations of the child’s response to instruction. (10 pts.) Name of school, and signature of instructor. The final product should include the following components with a title page formatted in 6th ed. APA style. Include page numbering and a manuscript header starting on the title page and continuing on each typed page. The log form section c) should be included in an appendix in APA style as well as any sections that include handwritten information or additional documentation. Be sure to properly cite any information that you obtain from a published source. This report must be a minimum of 4 pages without counting References or Appendices. The report should include: student information and summary of background information obtained in section b) of the syllabus assignment description summary of the assessment including: measures or approaches to assessment used summary of the results from each assessment interpretation of the results for each measure the intervention plan related to the results and interpretation of the assessment Write an overall evaluation of the case study, including a report of what the child learned over time, and what you learned in conducting the study. Write a goal with at least two objectives based on what you learned about the student’s emergent literacy skills during the course of the assignment. (10 pts.) Be ready to discuss your Case Study in class on the due date (10 pts.) Tell the class the language level of the child and the components of the instructional plan. Provide as much information about the child and their language level as possible.
Supervised Early Fieldwork Total	80

Clinical Practice Experiences
Clinical Practice	Hours	Assignment/Activities
SPED 489C (birth to 5)	200	Teacher Candidates write and implement 6 activity plans with young children ages birth to five years of age. Teacher Candidates are given increasing responsibilities in working with the young children over the course of the semester. Candidates work with children in early intervention settings (Headstart and parent/child programs) for 4 weeks and then transition to working with children three to five years of age for 6 weeks. Requirements of the Teacher Candidate: Week 1 Orientation Complete tour of the school campus Become acquainted with school staff and resources Learn all students’ names Learn students’ IFSP/IEP goals and accommodations and present levels of performance Learn students’ language acquisition goals. Be able to explain, teach, reteach, and reinforce classroom routines, rules, and procedures Setup planning/conference schedule with Mentor Teacher Observe all aspects of the students’ daily schedule Observe all lessons taught by Mentor Teacher Participate in lessons taught be Mentor Teacher by circulating the classroom and providing one on one support for instruction and using proximity to support student adherence to classroom rules, procedures, and routines Complete other duties as assigned by Mentor Teacher and/or Clinical Coach Weeks 2: Beginning Phase Begin co-planning lessons for students who need additional support Develop and share lesson plans to teach 2-3 small group lessons this week Participate in lessons taught be Mentor Teacher by circulating the classroom and providing one on one support for instruction Complete other duties as assigned by Mentor Teacher Weeks 3-4: Learning to Teach Phase Develop and share lesson plans for subject areas teaching for small groups of students who need additional support – increase responsibility for number of small group lessons taught each week Participate in lessons taught be Mentor Teacher by circulating the classroom and providing one on one support for instruction Plan and lead small groups as requested by Mentor Teacher Co-plan and administer assessments Participate in collaboration with colleagues and families Complete other duties as assigned by Mentor Teacher Weeks 5-10: Practice Teaching Phase Begin to independently plan lessons for small groups of students who need additional support Build up to teaching small groups of students who need additional support for the duration of the school day Collect and utilize instructional data to make decisions for instruction Collaborate with colleagues Complete other duties as assigned by Mentor Teacher
SPED 489D (PK-K)	320	Teacher Candidates write and implement 6 activity plans with infants and toddlers. Teacher Candidates are given increasing responsibilities in working with the infants and toddlers over the course of the semester. Requirements of the Teacher Candidate: Week 1 Orientation Complete tour of the school campus Become acquainted with school staff and resources Learn all students’ names Learn students’ IFSP/IEP goals and accommodations and present levels of performance Learn students’ language acquisition goals. Be able to explain, teach, reteach, and reinforce classroom routines, rules, and procedures Setup planning/conference schedule with Mentor Teacher Observe all aspects of the students’ daily schedule Observe all lessons taught by Mentor Teacher Participate in lessons taught be Mentor Teacher by circulating the classroom and providing one on one support for instruction and using proximity to support student adherence to classroom rules, procedures, and routines Complete other duties as assigned by Mentor Teacher and/or Clinical Coach Weeks 2: Beginning Phase Begin co-planning lessons for students who need additional support Develop and share lesson plans to teach 2-3 small group lessons this week Participate in lessons taught be Mentor Teacher by circulating the classroom and providing one on one support for instruction Complete other duties as assigned by Mentor Teacher Weeks 3-4: Learning to Teach Phase Develop and share lesson plans for subject areas teaching for small groups of students who need additional support – increase responsibility for number of small group lessons taught each week Participate in lessons taught be Mentor Teacher by circulating the classroom and providing one on one support for instruction Plan and lead small groups as requested by Mentor Teacher Co-plan and administer assessments Participate in collaboration with colleagues and families Complete other duties as assigned by Mentor Teacher Weeks 5-10: Practice Teaching Phase Begin to independently plan lessons for small groups of students who need additional support Build up to teaching small groups of students who need additional support for the duration of the school day Collect and utilize instructional data to make decisions for instruction Collaborate with colleagues Complete other duties as assigned by Mentor Teacher
Clinical Practice Total	600

6.2 Placements and Signed Agreements

Placements and Signed Agreements PDF File

6.3 Veteran Practitioner Training Material

6.4 Documentation of Candidate Placement

6.5 Clinical Practice Manual

6.5 Clinical Practice Handbook Manual Early Childhood Special Education

6.6 Fieldwork and Clinical Practice Syllabi

6.6.1 Clinical Practice Assessment Instruments

7. Credential Recommendation

7.1 Description of Credential Recommendation Process - Traditional Pathway

Candidates in the Education Specialist Credential Program receive initial and ongoing advising from the program coordinators. Each candidate will also establish a file in the CSUF Credential Center Opens in new window and submit all supporting documentation including their Program Plan, CTC fingerprint clearance, and Basic Skills. Candidates receive a credential program evaluation, completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to credential recommendation.

At the completion of their final semester, once grades for all courses have been posted, a credential analyst will complete a final evaluation and confirm that all program and state requirements have been met prior to credential recommendation. A credential analyst ensures that only qualified candidates are recommended for their Preliminary Education Specialist Credential.

7.1 Description of Credential Recommendation Process - Intern Pathway

Candidates in the Education Specialist Credential Program receive initial and ongoing advising from the program coordinator. Support in meeting intern requirements is provided through enrollment in the Intern Support Course (SPED 490). Each candidate will also establish a file in the CSUF Credential Center and submit all supporting documentation including their Program Plan, CTC fingerprint clearance, and Basic Skills. Candidates receive a credential program evaluation, completed by a credential analyst, indicating their current program status and requirements that are outstanding and required prior to credential recommendation.

At the completion of their final semester, once grades for all courses have been posted, the credential analyst will complete an evaluation and confirm that all program and state requirements have been met prior to credential recommendation. A credential analyst ensures that only qualified candidates are recommended for their Preliminary Education Specialist Credential.

SPED 490 Syllabus- Fall 2022 PDF File