Introduced by:
Date:
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Graduate Academic Council
University Planning & Policy Council
April29, 2015
Senate Bill 1415-07
PROPOSAL TO ESTABLISH AN ADVANCED GRADUATE CERTIFICATE
PROGRAM IN ADOLESCENT SPECIAL EDUCATION FOR CHILDHOOD
SPECIAL EDUCATORS
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1.
That the University Senate approves the attached proposal as approved by the
Graduate Academic Council on April 28, 2015 and the University Planning &
Policy Council on April 9, 2015.
2.
That this proposal be forwarded to the President for approval.
Why
Executive Summary
Proposal for New Advanced Certificate Program
Adolescent Special Education for Childhood Special Educators
Teacher Supply and Demand Reports presented at the November 2013 Board of
Regents Meeting indicated that special education was a high need area nationally and
also that Special education (grades 7-12) was a shortage area in NY State. The
Teacher Supply and Demand Reports indicate that the likelihood of employment
increased with multiple certifications and thus it is anticipated that childhood special
education teachers from across the state would find this additional certification in a
shortage area advantageous.
Who
Already certified childhood level Students with Disabilities (SWD)
teachers -_NY State certification as a childhood level special education teacher (1-6)
and a master's degree is required for admission, as well as prerequisite distribution of
coursework.
What
This 15 credit program prepares students with knowledge regarding best practices in
special education so they can serve those learners with the greatest needs at the
adolescent level (grades 7-12). Students will become familiar with research-validated
components of effective assessment, instruction, and behavior management.
Students in this program will have the opportunity to apply these skills in required
practicum. The practicum requires the inclusion of the External Instruction Form. The
program meets the academic requirements for initial and professional certification for
Students with Disabilities Generalist (grades 7-12).
Where
Initially a combination of online and on campus courses; ideally fully online in future to
recruit from across NY. That is why Distance Education form is included.
When
Depends on when approved by NYSED and resources. A small cohort of
approximately 5 students could possibly begin in 2016.
What Resources
1. Minimal- even with online option, ITS says they can handle within current
resources- see Campus Impact Statement (same email as for previous CAS
program approved in Fall since uses same courses courses). No additional
demand on library resources.
2. Expenses- Personnel; Year 1 - $3,000- a .. approximately $3000 for supervisors
for 5 practicum students. All other courses could accommodate the initial 5
students; if expanded to larger numbers, more resources would be needed.
Supplies- $500; Years 2-3 same plus 3% increase each year.
New Program Proposal:
Certificate and Advanced Certificate Programs
Teacher Education
tm'B;:F.hnn~e
3/1912014
This form should be used to seek SUNY's approval and the State Education Department's (SED) registration of a proposed
new academic program leading to a certificate (undergraduate) or an advanced ce1tificate (graduate). Approval and
registration are both required before a proposed program can be promoted or advertised, or can enroll students. The campus
Chief Executive or Chief Academic Officer should send a signed covet· letter and this completed form (including any
appended items) as a single, continuously paginated document to the SUNY Provost at program.review@suny.edu.1
Guidance on academic program planning is available at http://www.suuy.edu/provost/academic affairs/app/main.cfm.
Date of Proposal:
Institution's 6-digit SED Code:
Institution's Name: University at Albany
Address: 1400 Washington Ave., Albany, NY 12222
Program Title: Adolescent Special Education for Childhood Special Educators
Award(s) (e.g., Ce1tificate, Advanced Advanced Certificate
Certificate):
Number of Required Credits: Minimum [ 15] If tracks or options, largest minimum [
(1 S credits required if leading to a base ce11ificate)
Proposed HEGIS Code: 0808 Special education, general
Proposed 6-digit CIP 2010 Code: 13.1019
1This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.
. ~~: ~ ' -= Name and title ofp81tner institution's CEO:
r.r-&,
"
1~-~ - Signature of partner institution's CEO (or append a signed letter indicating approval of this proposal):
~Section:2. _Pro
Check all SED-defined format. mode and other program features that apply to the entire program.
a) Format(s): [ ]Day [X ]Evening [ ]Weekend
[ ]Evening/Weekend
[X ]Not Full-Time
b) Modes: [ X )Standard [ ]Independent Study [ ]Extemal [ ]Accelerated [ X ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.
c) Other: ( ) Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year [ ) 5 year
All coursework required for completion of the cettificate or advanced certificate program must be applicable to a currently
registered degree program at the institution. List below the registered degree program(s) by title, award, and five-digit SED
Inventory of Registered Programs (IRP) code to which the credits will apply.
Answer: Program Title: Adolescence: Special Education Generalist
Program Title: Educational Psychology
Award: MS
Award: PhD
Program Code 35099
Program Code 14481
Answer: This program prepares certified childhood special educators with knowledge regarding best practices in special
education so they can also serve those learners with special needs at the adolescent level. Students will become familiar
with research-validated components of development and instruction at the adolescent level. The program meets the
academic requirements for initial and professional certification in Teaching Students with Disabilities Generalist (grades 7-
12). NY State certification in Teaching Students with Disabilities at the Childhood Level (1-6) is required for admission.
b) What are the program's primary student learning outcomes (SLOs)? NOTE: SLOs are defined by the Middle States
Commission on Higher Education in the Characteristics o(Excellence in Higher Education as "clearly at1iculated written
statements, expressed in observable terms, of key learning outcomes: the knowledge, skills and competencies that students
are expected to exhibit upon completion of the program."
2 If the partner institution is non-degree-granting, see SED's CEO Memo 94-04.
2
Answer: The program has multiple objectives, but the primary educational and career student learning objectives
{SLOs) are that at the end of the program, the students will know:
•
the historical and legal foundation of special education;
•
the characteristics of students with disabilities, including those with autism;
•
how to create educational environments that accommodate individual differences;
•
appropriate curriculum and research-validated instructional practices, including use of assistive
and instructional technology as appropriate, and supporting students with disabilities in general
education settings;
•
appropriate behavior management strategies, focusing on positive behavioral interventions;
•
collaborative strategies for working with others involved with students with disabilities;
•
assessment approaches and evaluation strategies; and
•
how to apply their knowledge to the education of students with disabilities during their practicum
and internship placements,
•
the process of growth and development in adolescence and how to provide learning experiences
and conduct assessments that reflects this knowledge.
In addition, after completing this program the students will be recommended for the Teaching Students with Disabilities 7-
12 Generalist Certification.
c) How does the program relate to the institution's and SUNY's missions and strategic goals and priorities? What is the
program's importance to the institution, its relationship to existing and/or projected programs, and its expected impact on
them? As applicable, how does the program reflect diversity and/or intemational perspectives?
Answer: Consistent with the institution's mission to expand knowledge and transform minds, this program directly
targets the specialized knowledge needed for our graduates to meet the needs of a range of learners in special
education settings. Faculty members are dedicated to studying and teaching the processes, relationships, and
structures by which learning best occurs, as well as those that interfere with optimal growth and development, so as to
inform theory, practice and societal expectations. The University at Albany's School of Education is a community of
nationally recognized researchers who are committed to preparing scholars and practitioners in a variety of fields; this
project expands the recognized strengths of the faculty and the graduate programs in Special Education to a new
program track to meet the shortage of teachers for students with disabilities at the 7-12 grade levels.
d) How were faculty members (education and arts and sciences) involved in the program's design? Also describe input by
external pattners; e.g., P-12 schools, community college partners.
Answer: Building on the experiences gained in previously registered programs as well as In implementing our current
Graduate Level Clinically Rich Teacher Preparation Pilot Program for Adolescent level special education teachers, the
faculty have continued their collaboration in the design of this program. Full-time and part-time faculty members, as well as
external partners in high schools, have collaborated on the key aspects of this program, including admissions, course
development, course content, sequencing, scheduling, continuity across coursework and assignments.
e) Enter anticipated enrollments for Years J through 5 in the table below. How were they determined, and what
assumptions were used? What contingencies exist if anticipated enrollments are not achieved?
AntiCipated He.adcount-Em·ollment
:Estimat~d
Year
Full-:thne
Part-time
Total
,FfE
1
5
5
5
2
5
5
5
3
5
5
5
3
4
110-15*
1 0-15*
110-15*
110-15
5
10-15
Answel': It is anticipated that many newly certified teachers with Masters degrees in Special Education at the Childhood
Level will wish to increase their employment opportunities by adding this additional teaching certification in a teacher
shortage area. The Division of Special Education received many emails and phone calls in the past from both graduates of
their own programs, and graduates of other programs asking if they had any program that would allow already certified
teachers extend their certification to the secondary level in special education. Until now, we had no option for those students.
This program would meet this need.
We would start the program small, absorbing the new students into as many existing courses as possible. Five part-time
students taking 15 credits a year (spread across a summer and two semesters) would be the equivalent of 5 FTE students,
and 10-15 part-time students taking 15 credits a year would be the equivalent of 10-15 FTE students. Initially the small
enrollment of 5 part-time students could be handled by distributing students across existing on-campus and on-line courses.
There are no courses being offered exclusively for this program. The only necessary change would be to permit registration
for ESPE 580 for variable credit, so if students had previously enrolled in it for 3 credits during a childhood practicum, they
could enroll in it again for an adolescent practicum in this program. Supervisors would also be assigned for each student only
as needed during the student's practicum.
The goal would be to eventually move this new advance certificate program to an on-line program to draw students from
across New York since the teacher shortage in this certification area extends across New York. With additional resources the
program could expand even beyond these numbers.
• Would require additional resources. The program could expand if demand exists.
f) List all cmTicular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), internship, capstone, and any other relevant component requirements, except General Education courses.
Answer:
Prerequisites Required for Admission
Valid New York State Classroom Teaching Certificate for Teaching Students with Disabilities at the Childhood
Level (Grades 1-6)- and a Master's degree from an accredited institution plus the following:
General Core in Liberal Arts and Sciences- 30 S.H. (including coursework in artistic expression, communication,
information retrieval, humanities, Language other than English, written expression)
Content Core- 30 hours in Liberal Arts and Sciences including 6 S.H. In each of the following areas: English
Language Arts; Concepts in Historical and social Sciences; Scientific Processes; Mathematical processes
Pedagogical Core- 21 S.H. including Human Development and Learning; Teaching Students with Disabilities;
Foundations of Education; Curriculum, Instruction and Assessment; 6 S.H. in Teaching Literacy.
Core Requirements- Coursework in Teaching Students with Disabilities at the Adolescent Level- 15 S.H.
Adolescent Psychology (EPSY 522)
Assessment, Diagnosis and Evaluation of Students with Disabilities (ESPE 655)
Curriculum and Instruction for Teaching Students with Disabilities at Adolescent level (ESPE 658)
Elective (will vary according to transcript review and areas that will benefit from additional coursework- i.e. ESPE
562, ESPE 669, or others by advisement)
Practicum (ESPE 580)
g) Program Impact on SUNY and New York State
Need: What is the need for the proposed program in terms of the clientele it will serve and the educational and/or
economic needs of the area and New York State? How was need determined? Why are similar programs, if any, not
meeting the need?
Answer: Teacher Supply and Demand Reports presented at the November 2013 Board of Regents Meeting
indicated that special education was a current high need area nationally and also that Special education (grades 7-12)
was a shortage area in NY State. Although there are currently similar advanced certificate programs offered in the NY
City area, and western New York, there is only one other offered in this region (College of St Rose). Only Brockport
4
offers Advanced Certificates leading to this same certification, but its programs are very different than our proposed
program and not for certified teachers like ours will be. The Teacher Supply and Demand Reports indicate that the
likelihood of employment increased with multiple certifications and thus it is anticipated that content area teachers
from across the state would find this additional certification in a shortage area advantageous.
Employme11t: For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and describe their specific
employment needs. If letters from employers support the program, they may be appended at the end of this form .
-,, .··
.. .
,, .
Nee(!: Projected.piJsitions
.
..
Employer
. ._.
lit' hi'ith\1 year·
·:I · li1 .fifth year
I
Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in the
service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level information
for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic Program
Dashboards. Institutional research and information security officers at your campus should be able to help provide
access to these password-protected sites. For non-SUNY programs, program titles and degree information - but no
enrollment data - are available from SED's Invellf01y of Registered Programs .
ln.stitution ·
:,_ ··::
· Pf.ogriun. Tit I~
' .
.. Degree·
Enrollment F'13
SUNY INSTITUTION
SUC Brockport
Biology Education Inclusive Generalist
None
1
SUC Brockport
Physics Education Inclusive Generalist
None
0
sue Brockport
Chemistry Education Inclusive
None
0
Generalist
SUC Brockport
Social Studies Education Inclusive
None
0
Gener
SUC Brockport
Earth Science Education Inclusive
None
0
Gener
sue Brockport
Mathematics Education Inclusive
None
1
Genralst
SUC Brockport
English Education Inclusive Generalist
None
0
IN SERVICE AREA
College of St Rose
Certificate Only in Special Education
None
unknown
STATE
Adelphi University
Teaching Students w/Disabilities
None
unknown
Generalist 7-12
CUNY City College
Teaching Students w/Disabilities
None
unknown
Generalist 7-12
CUNY Lehman College
Special Education Teacher Grades
None
unknown
7-12
CUNY Queens College
Teaching SWD at the Adol Level Gen
None
unknown
7-12
Fordham Univ-
Tchng Except Adol: Gen/Sub Area Ext
None
unknown
Westchester
Cert
Fordham (Rse Hiii-Lncln C)
Tchng Except Adol: Gen: Sub Area Ext
None
unknown
Cert
LIU - Brentwood Campus
Students W/Disabilities(SWD) 7-12
None
unknown
Gener
5
LIU- CW POST Campus
Students W Disabilities (SWD) 7-12
None
unknown
Gener
LIU-Hudson Grad Ctr
Special education in adolescence
None
unknown
Manhattanville College
Special Ed: GR 7-12 Generalist
None
unknown
Medaille College
Students with Disabilities 1-6/Gen7-12
None
unknown
Medaille College
Stdnts w/Dsblts:Subject:Ext GEN 7-12
None
unknown
Molloy College
Teaching Students wHh Disabilities
None
unknown
Niagara University
Special Education, 7-12
None
unknown
Pace Univ- Pleasantville
Spec Ed- Tchng Adolesc Students
None
unknown
W/Disab
Pace Univ- New York
Spec Ed- Tchng Adolesc Students
None
unknown
w/Disab
Relay Grad School of Educ
Adolescent Tchng Exceptional Learners
None
unknown
StJohn Fisher College
Adolescence Education - Sts
None
unknown
W/Disabilities
StJohn Fisher College
Special Education: Adolescence
None
unknown
St John's Univ - Staten
Tchng SWD 7-12 Gener Subj Area Ext
None
unknown
Island
St John's University - Main
TchnQ SWD 7-12 Gener Subj Area Ext
None
unknown
StThomas Aquinas
Teaching Students with Disabilities
None
unknown
College
GR 7-12
University of Rochester
Inclusion Adolescence Education
None
unknown
Co/lahoratio11: In what ways did this program's design benefit from consultation with other SUNY campuses?
Answer: We discussed the potential for this program with other programs during meetin~ about our Federally
funded 325T grant and our NYS funded clinically rich program and realized there was only one advanced
cettificate program in this certification area in SUNY, and it was one designed for initial cet1ification and
ours was completely different, designed for already certified teachers, with a Master's degree, to obtain an
additional cettification. It was helpful to see the variations that existed.
IdentifY all institutional admission requirements and all program admission requirements.
What is the process for evaluating exceptions to those requirements?
How will the institution encourage enrollment in this program by persons from groups historically undetTepresented in the
institution, discipline, or occupation?
Answer. The program requires candidates to have:
1.
N.Y State certtfication (initial or professional) as a teacher of students with disabilities at the Childhood
level (Grades 1-6)
2. A master's degree from a regionally accredited institution of higher education or from an institution
authorized by the Board of Regents to confer degrees and the following course distributions:
General Core in Liberal Arts and Sciences - 30 S.H. (including coursework in artistic expression,
communication, information retrieval, humanities, Language other than English, written expression)
Content Core- 30 hours in Liberal Arts and Sciences including 6 S.H. in each of the following areas:
English Language Arts;
Concepts in Historical and social Sciences; Scientific Processes;
Mathematical processes
Pedagogical Core -
21 S.H. including Human Development and Learning; Teaching Students with
Disabilities; Foundations of Education; Curriculum, Instruction and Assessment; 6 S.H. in Teaching
Literacy.
3. Completion of DASA (Dignity for All Students Act) training,
4. A 3.0 or better (out of a 4.0) quality grade point average,
6
5. Completion of autism requirement,
6. Three letters of recommendation from those familiar with the applicanfs teaching or academic work,
7.
A compelling written statement of intent or reason for pursuing the advanced certificate in special
education
List of assessments used in determining admission
1. Academic record -transcripts
2. Three letters of recommendation
3. Written statement of goal
4. Proof of certification
5. Resume
Well-qualified applicants who are missing one or two prerequisite academic classes may be admitted to the program
with the stipulation that such courses are completed prior to student teaching.
Our primary methods of recruitment include informational mailings to other departments and colleges with
appropriate graduate programs, materials distributed at relevant conferences and through both the special education
division and other departmental websites, attendance at minority student fairs, faculty contact through consultation
work in school districts, word of mouth from previous graduates, and the reputation of the program in the community
and schools. Data from our currently registered Adolescence: Teaching Students with Disabilities Master's program
Indicates our success in efforts to recruit pre-service teachers from underrepresented groups; this program accepts
nontraditional career changers, just as this adolescence program will, and has had the largest number of
academically strong students from underrepresented groups of any of our programs (i.e., 10-15% in the last three
cohorts). We expect this new program to draw from similar groups who wish to teach students with disabilities at the
secondary level.
Summarize the academic advising and suppott services available to help students succeed in the program.
Auswer: The Division of Special Education Director works closely with those admitted, beginning at orientation
sessions. This mentoring and advisement experience continues with other faculty members as students begin their
coursework. As they transition into their field placement, the Director of Training Programs in Special Education
provides support in conjunction with faculty.
Individualized supports available, including a writing center, a counseling center, and all the support services from the
Office of Students with Disabilities, in case an otherwise qualified student has an id«;mtified disability.
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning and the
maximum number of credits allowed, or check hea·e [ X ] if not applkable.
Describe how this program's achievement of its objectives will be assessed, in accordance with SUNY policy, including
the date of the program's initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students' learning outcomes during the program and success after completion of the program.
This program, like other special education programs at the University of Albany· is part of the School of Education's
accredited programs. Once approved, it will be incorporated into the annual reports and into the full evaluation reports for
CAEP accreditation. Assessments of the learning objectives will be conducted through coursework, field experience
evaluations, and student surveys. The initial assessment will be at the end of the first semester of coursework and will
continue each semester. Student follow-up surveys will determine success after completion of program.
7
Complete the SUNY Program Schedule for Certificate and Advanced Certificate Pr·ograms to show how a typical
student may progress through the program.
Answer: See chart on the following page for a sample.
a) If the program has fewer than 24 credit hours, or if the program will be offered through a nontraditional schedule (i.e., not
on a semester calendar), what is the schedule and how does it impact financial aid eligibility? NOTE: Consult with your
campus financial aid administrator for information about nontraditional schedules and financial aid eligibility
Answer: It is anticipated that most students will complete this program on a part-time basis In one year and that
they will therefore not be eligible for financial aid.
b) For each existing course that is patt of the proposed undergraduate certificate or the graduate advanced certificate,
append, at the end of this fonn, a catalog description.
Answer·: Catalog descriptions appended
c) For each new course in the certificate or advanced cettificate program, append a syllabus at the end of this document.
Answer: No new courses required
d) If the program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External h1struction Form at the end of this document.
Answer·: External Instruction form appended
Additional sites may be added as the program and student needs are identified
8
SUNY Sample Program Schedule for Certificate and Advanced Certificate Programs
Programffrack Title and Award: Program Title: Adolescent Special Education for Childhood Special Educators
Award: Adv Cert
a) Indicate academic calendar type: [X ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution's academic calendar (e.g., Fall I, Spring 1, Fall2)
c) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.
Total
Credits: 15
9
---··
······ ·-
··-·- -------
- --·- · .. ·-
Fot• programs leading to initial certification, in the Pedagogical Core Courses Table below, list all pedagogical courses
in the proposed program. The Pedagogical Core Courses Table is designed for a program leading to a single certificate
or multiple cet·tificates. See example on Pedagogical Core Courses Table for an inclusive childhood education program
leading to Childhood Education 1-6 (Cert Code: 02) and Teaching Students with Disabilities 1-6 (Cert Code: 06).
Step 1:
In the first four columns, identifY each pedagogical course by course number, title, number of credits, required (R) or elective
(E), and the instructor(s)/status (full-time or part-time). See example on Pedagogical Core Courses Table.
Step 2:
Use the Cettification Area Codes listed immediately below to identify the certificate area(s) the program leads to and inse1t
the cetiificate area number code(s) in the Cert Code column(s). For example, if a program prepares candidates for
cettification in Childhood Education 1-6 and Teaching Students with Disabilities Childhood 1-6, mark 02 and 06 in the Cett
Code columns. See example on Pedagogical Core Courses Table.
Step 3:
Using the Roman numerals embedded in the Cettification Area Codes above, identify the general and program-specific
pedagogical core requirements addressed by the course and insert the Roman numerals corresponding to the requirements in
the appropriate columns. See example on Pedagogical Core Courses Table. The general and program-specific requirements
can be found by clicking on the link to each cettification area. NOTE: The Roman numerals found in the Certification Area
Codes (e.g., ii, vi, vii,) reflect the regulatory requirements for each certificate title. However, the Roman numerals used in
the table and found in the links do not always align with the Roman numerals in Section 52.21 . For purposes of completing
the Pedagogical Core Courses table, please use only the Roman numerals found within the Cettification Area Codes above.
10
Step 4:
Provide a description of each existing pedagogical course for this program as it appears in the college catalog by pasting it
below, insuring that the description reflects alignment with the regulatory requirements:
Step 5:
Attach syllabi for each new course. Syllabi should include a course description and identity course credit, objectives,
topics, student outcomes, texts/resources and the basis for determining grades.
p I
' I C
C
e< 82021CR
ore ourses T bl
a e
Pedagogical Core Requirements (PCR)
Addressed
Program-Specific PCR
Course Number and
Credit
RIE
Instructor(s) I Status
Cert
Title
Gene1·al
Code
PCR•
07
All met
through
EPSY 522
3
R
Cosgrove/PT
admission
(xi)
prerequisites
in first
certificate
Elective (such as
ESPE 562, ESPE
All met
669, or others as
Depends on course
through
(i), (ii},(iii), (iv), (vi}, (vii), (ix), (x)
specified after
3
R
(O'Connell, Quinn, or
admission
fulfilted as part of initial
advisement review)
others)
prerequisites
certification, or by specified course
In first
identified during advisement
certificate
ESPE 658 Curriculum
All met
and Instruction for
Adolescents and
through
Disabilities: Co-
3
R
O'ConneiVPT
admission
(ii}, (iv), (vi), (vii), (ix}, (x}, (xi)
teaching and
Saddler/FT
prerequisites
in first
Collaboration
certificate
All met
ESPE 655
through
Assessment of
Saddler/FT
admission
Students with
3
R
Lee/PT
prerequisites
(i), (v)
Disabilities
in first
certificate
All met
ESPE 580 Practlcum:
through
Teaching Students
LaFave/FT
admission
50 clock hours & 20 days of
with Diverse Learning
3
R
prerequisites
practica across grades 7-9 and
in first
10-12
Needs
certificate
*Based on regulations, General Pedagogtcal Core ReqUirements (PCR) are applicable to all programs w1th exception of a) programs
lending exclusively to initial certificates valid for teaching a specific career and technical subject; and b) programs leading exclusively
to extensions/annotations.
11
For programs leading to initial certification, each requirement for field experience, student teaching and practica must
meet the following regulatory requirements: THESE REQUIREMENTS WERE MET BY STUDENTS INITIAL
CERTIFICATES, NOT THIS ADVANCED CERTIFICATE WHICH IS PROVIDING AN ADDITIONAL
CERTIFICATION FOR ALREADY CERTIFIED TEACHERS WITH A MASTER'S DEGREE.
•
It is consistent with the program's philosophy, purposes and objectives and carefully selected and planned by
program faculty, with learning outcomes specified and their achievement regularly evaluated;
•
It is accompanied by coursework or seminars and supervised by one or more faculty who participate actively in
the program and in program development, and who have training and skills in supervision and the expertise to
provide supervision related to content and pedagogy. Full-time faculty shall participate in supervising students
during their student-teaching or practica experiences; and
•
It provides candidates with experiences in a variety of communities and across the range of student
developmental levels of the ce•1ificate, experiences practicing skills for interacting with parents or caregivers,
experiences in high need schools, and experiences with each of the following student populations:
socioeconomically disadvantaged students, students who are English language learners and students with
disabilities.
L" t C
th t R
.
F" ld E
JS
ourses
a
cqmre
JC
xpenences"'
Course Number
Course Title
Instructor
Grade Level
Clock Hours
ESPE 580
Practicum: Teaching
Lafave
across the 7-12
50 clock hours
Students with Diverse
grade level
Learning Needs
•Based on regulations, field experiences are not applicable to programs leading exclusively to the following extensions: l) 5-6 extensions; 2) 7-9
extensions; and 3) coordination of work-based/discipline-specific and diversified learning programs extensions.
SUNY policy for student teaching requires that candidates complete a minimum of75 days in classrooms and
schools in two separate experiences, at least one of which is in a high-need school. In the table below, list the
courses that require college-supervised student teaching. THESE REQUIREMENTS DO NOT APPLY TO THIS
PROGRAM- SEE BELOW
As per correspondence with Provost Pagerey at SUNY these requirements listed
above do not apply to programs for already certified teachers preparing for an
additional certification and revisions are being made to this form for the future
(see attached email). As required by SED regulations, students preparing for an
additional certification will have 50 clock hours of practica and a minimum of 20
full days of student teaching with students with disabilities across the 7-12
grade level during their program practica experiences in this advance certificate
program.
LitC
s
out·ses t 1at R eqmre C II
S
. dS 1
T
I' E
o ege- upet-vJsc
tu< ent- eac ung xpeneuces * SEE COMMENT ABOVE
Course Number
Course Title
Instructor
Grade
No. of Full School
Level
Days
ESPE 580
Practicum: Teaching
Lafave
Grade 7-12
20
Students with Diverse
Learning Needs
*Based on regulatiOns, studcnt-teachmg e>;perrences arc not applicable to programs lcadmg exclusively to cxtenstons/rumotRilons.
12
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
If the demand for the program justifies an expansion of the program, then a request for additional faculty will be made in
the future.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition.
publications (noting refereed jozmzal articles), and brief descriptions of research and other extemally fimded projects.
New York State's requirements for faculty qualifications are in Part 55.2(b) o(the Regulations of the Commissioner of
Education.
c) What is the institution's definition of"full-time" faculty?
A full-time faculty member Is a person in a qualified academic rank receiving full salary who is working 1 00% FTE in the
position, whether lt be a tenure or non-tenure position.
13
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the
graduate program. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
Dr Bruce Saddler
Dr Matthew LaFave
Dr Virginia Lee
Sean 0' Connell
Dr. Gina Cosgrove
***0-25%
***0-25%
***0-25%
***All
variations in
faculty time
result of
possible
schedule
combinations
ESPE 655
ESPE562
ESPE658
EPSY 522
University at Albany
Ph.D.
University at Albany
M.S.
College ofSt Rose
Psy.D.
University at Albany
14
Educational
Psychology/Special
Education
Educational
Psychology/Special
Education
Special Education
-··----·-
Faculty Me.m~r Na·me 'and
TitleJRSnk ';
(Include an~ ' identity Program
Director with an ....... ..: .. tr'
Part 3. Faculty To-Be-Hired (List
as TBHl, TBH2, etc., and provide
title/rank and expected hiring
15
J•l
Additional Qualifications: List
rela(ed,certificatioris;;1icense8.and
·
· ·
field.
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel, the
library, equipment, laboratories, and supplies. Also include resources for capital projects and other expenses.
Answer: This program will join 6 other Nationally accredited special education programs at the
University at Albany. The faculty have strong reputations In both teaching and research and
resources from a Federally funded 325T program Improvement grant have been allocated to provided
technology and supplies needed to support this program. The resources exist within other existing
programs for small numbers of students, with the addition of a small amount of monies to begin the
program; It could be scaled up to a larger program If demand justifies that, additional resources
would be requested In the future. There Is a need for approximately $3,000 In additional supervision
costs to supervise five students. We have strong adjuncts who share teaching responsibilities for
some of these courses with full-time faculty, depending on the semester, so the expertise already
exists. A strong partnership with the secondary level schools In the Amsterdam City School District
was forged during the 4 years of the funded Graduate Level Clinically Rich Teacher Preparation Pilot
Program that resulted In this same certification, and they are anxious to continue this relationship.
Partnerships with other schools In the area that we currently have could easily be expanded to the
secondary level If needed.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan summary.
Enter the anticipated academic years in the top row of this table. List all resources that will be engaged
specifically as a result of the proposed program (e.g., a new faculty position or additional library resources).
If they represent a continuing cost, new resources for a given year should be included in the subsequent
year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes as needed.
SUNY Program Ex~enses Table STILL NEED TO DO
VoJi.TibN:~/You:can'rillst~&.n~EX-&i:Ve;'sto, dftlils·$cii'MuJt:·AFPER tll/s_,$elitellce}:a,dPtlefete/t)le,tiible;1ielow:J
•.
..
: .....
~
.•- . ·':' .. -· ; ~ ;:,~;: :-~~"'~
-~-
-
~-
-~
.;.-. }f ~~-
? ...
~
,. Exp,en·s~~-(IJi:doiJars) -~ . --·, · :• ,:.~~ ·,:
-
:
r..
~ s ~.. ~- - -~. i .-. lf-,, -:-. --:-,-.,.,..
\·.---'--...,.-~~""7"--r--:--,:.
~ ,_·· -..,.'-.'+'" ..:=-
·-!~
.
-"-
~'"7'
._,---:-----r::-'-
· ,....,,..· --,----y--..:;_.,--.,_.,..-:-:--1
·
·
-· ·· · · Before
- A~~d;nt,ic
Aciui;mic :~.·
"-A~d~mJc ;-- ·A~Ad~m,ic·· -A~deml~ .
· ~rogrinn 'Expe~se_€jttego:-ri~ , ., · ·· · . ··
·
-;;· - -
_,..
•
•
•
'
-
7/:f' ·
Start
Year 1:
Year-2: · . :·:::--Year 3:.
- Year.4:
:Yenr 5:
·'
-· \
-~
(a) Persomtel (lllclm/lug
faculty aud all others)
(b) Library
(c) Equipmmf
(d) Laboratories
{e) Supplies
(/) Capital E\peuses
(g) Otlter (SpecifY):
(b)' S.um of Rows Above
,, . --
': 201.5~16
2016-17 . ~ .- -2017-18
2018-19 -
2019-10
-~
--. ~ .
~
$3,000.00
$3,270.00
$3,548.00
$17,248.00
$17,946.00
$500.00
$550.00
$600.00
$1000.00
$1200.00
$~_,500.00
$3,82.0.00
$4;148,00
$18,24.8.00
$19,146.00
16
a) Does the program's design enable students to complete 50% or more of the course requirements through
distance education? [ ] No
[ X] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program's design enable students to complete 100% of the course requirements through distance
education? [ ] No
[ X] Yes
The design intends for this to be able to happen, although the courses are not all available online at present. It is
hoped that this will be able to be done in the future.
17
Course Descriptions for Possible Courses
ESPE 655 - Spe 655 Assessment of Students with Disabilities (3)
This course provides a foundation for understanding the assessment process for students
with special needs, and how to use assessment information for planning instruction and
guiding instructional decisions. Course will emphasize evidenced based and best practices in
the area of assessment.
ESPE 658 - Spe 658 Curriculum and Instruction for Adolescents with Disabilities:
Collaboration, Strategies, and Co-Teaching (3)
This course is designed to prepare educators to develop curricula and to select specific
instructional strategies and methods appropriate for teaching adolescent students with
disabilities (SWD). Will present the current best practices on co-teaching adolescents in the
regular classroom, as well as supporting them with other models of service delivery, i.e.
consultant teaching or resource support. Course readings and activities will assist teachers
develop ideal practices for co-teaching and collaboration to serve students with disabilities
across the content areas.
ESPE 580- Spe 580 Practicum: Teaching Students with Diverse Learning Needs (3)
Supervised practicum observing, assessing, and teaching students with diverse learning
needs. May be repeated for credit.
Electjyes by advisement:
ESPE 669- Spe 669 Educating Students with Emotional Disorders and Challenging
Behaviors: Advanced Tiers of Support (3)0
This course focuses on evidence-based practices in working with students with Emotional-
behavioral disorders. Theory, assessment techniques, and planning and teaching procedures
for Tier II and Ill interventions for managing challenging behaviors are presented.
ERDG 505- Rdg 505 Practicum: Academic Literacy Across Instructional
Contexts, 5-12 (3)
This course is intended for prospective and practicing consultant teachers and literacy
specialists whose job is to support secondary students' subject area knowledge-building in
three contexts: the general classroom, academic support classes, and small group or one-to-
one tutoring. The course is designed around reading and writing argumentative and
explanatory texts. Students will learn knowledge-building literacy practices; assess whole
class and individual literacy practices and events; and plan units of study for academic
support classes.
ESPE 562 - Spe 562 Characteristics of & Methods for Teaching Exceptional Secondary
Students in Inclusive Settings (3)0
Characteristics of students with disabilities and gifted students. Examines legislative
mandates and the process of developing and implementing differentiated and special
education services for students at the middle childhood or adolescence levels. Use of
research-based approaches and methods, including co-teaching and collaboration for
integrating students with disabilities is emphasized.
External Instruction Form
Moa:~.4]}
This form is required when external instruction is part of the degree requirements in an academic
program. External instruction includes internships, field work, clinical placements, cooperative
education, service learning, and the like, which are offered in cooperation with external partners, such as
business and industry, health care facilities, public agencies, or schools.
1. Use the table below (expanded as necessary) to summarize proposed arrangements for required
external instruction in an academic program. List all proposed arrangements. The number of
placements listed below should equal or exceed the number of students expected to be in the initial
cohort of a new program.
Name and Title of Contact Person
Name and Address of Placement Site
Number(s) of
placements per
year
David Ziskin, Principal
Amsterdam High School
1-20
Susan Stoya, Director of Secondary
Amsterdam Middle School
I-20
Education
2. For clinical placements for programs leading to professional licensure in a health profession, append
documentation to demonstrate each site's commitment to a numerical range of students each year, and
the time period of its commitment. The documentation should be signed by the responsible official at
each proposed clinical site.
3. In the table below, list the individual(s) at the campus (or at each campus, in the case of multi-
institution programs) who will have responsibility for oversight and administration of external
instruction.
Name
Title
Email Address
Dr Matthew Lafave
Coordinator of Special
Mlafave@albany.edu
Education Field
Experiences
Version2013-10-15
PILOT DRAFT 2-2014
Distance Education Format Proposal
For A Proposed or Registered Program
.
~Jf1Ml'9l..mlt
3/18/2014
When a new or existing program is designed for a distance education format, which enables students to complete
50% or more of the course requirements at a distance, a campus Chief Executive Officer or Chief Academic
Officer should submit a signed cover letter and this completed form to the SUNY Provost at
program.review@suny.edu. According to Middle States Commission on Higher Education (MSCHE), the 50%
standard includes only courses offered in their entirety via distance education, not courses utilizing mixed
delivery methods. Also, MSCHE requires that the first two programs for which 50% or more is offered through
distance education be submitted for Commission review and prior approval of a substantive change.
•
All campuses must complete Sections 1 - 3 and Part B: Program Specific Issues.
•
Patt A must be completed if the proposing campus has not previously submitted this form with a completed
Part A: Institution-wide Issues, or has made significant changes to its institution-wide distance education
operations since last completing Pa1t A. TI1is applies even if the institution has programs registered to be
delivered at a distance.
Program Title: Adolescent Special Education for Childhood Special Educators
Award(s) (e.g., MS, MAT): Advanced Certificate
SED Program Code (for
existing program):
REGIS Code: 0808
Initial, Professional, Initial/Prof
Initial/Prof
Title: O'Leary Professor
E-mail: Dmay@albany .edu
*Signature allinns that the proposal has met all applicable campus administrative nnd shared governance procedures for consultation, and
the institution's commitment to support the proposed program.
a) Tertnlengtll (in weeks) for the distance program:
Answer: 15 weeks, same as for campus programs
b) Is this the same as term length for classroom program? [ ] No [ X] Yes
c) How much "instructional time" is required per week per credit for a distance course in this program? (Do not
include time spent on activities that would be done outside "class time," such as research, writing
assignments, or chat rooms.)
NOTE: See SUNY policy on credit/contact hours and SED guidance.
Answer: The online classes are designed to be equivalent in terms of Instructional time and total material
covered to the face-to-face classes, which follow SED guidelines of 150 minutes/week for 15 weeks.
d) What proportion or percentage of the program will be available in Distance Education format?
Answer: The intent is to make the entire program available online eventually, however, all courses are
not yet on-line. Even when they are, students will also have the option to take some of the courses
on campus too.
e) What is the maximum number of students who would be enrolled in an online course section?
Answer: The maximum number of students In each online section is 25.
f)
How will field experiences, intemships, and student teaching placements be arranged? How will these
experiences be supervised?
Answer: The practlcum experiences will be arranged by the Coordinator of Special Education Field
Experiences in collaboration with the Individual students to make sure that all experiences fulfill all
necessary components and requirements. All experiences will be supervised by qualified University
supervisors, either by face to face observations or through Skype or Facetlme observations and
conferencing.
a) Describe yom institution's planning process for Distance Education, including how the need for distance
access was identified, the nature and size of the intended audiences, and the provisions for serving those
audiences, including how each student's identity will be verified.
2
b) Describe your institution's resources for distance learning programs and its student and technical suppot1
services to ensure their effectiveness. What course management system does your institution use?
c) Describe how the institution trains faculty and supports them in developing and teaching online courses,
including the pedagogical and communication strategies to function effectively. Describe the qualifications of
those who train and/or assist faculty, or are otherwise responsible for online education.
d) If your institution uses courses or academic support setvices fi·om another provider, describe the process used
(with faculty participation) to evaluate their quality, academic rigor, and suitability for the award of college
credit and a degree or certificate.
e) Does your institution have a clear policy on owner!.'flip of course materials developed for its distance
education courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY's
statement on copyright and faculty ownership ofinstructional colllent. and/orfaculty contract provisions.
a) Describe how your institution provides distance students with clear information on:
•
Program completion requirements
•
The nature of the learning experience
•
Any specific student background, knowledge, or technical skills needed
•
Expectations of student participation and learning
•
The nature of interactions among faculty and students in the courses
•
Any technical equipment ot· software required or recommended
b) Describe how your institution provides distance learners with adequate academic nml administrative support,
including academic advisement, technical support, library and information services, and other student support
services normally available on campus. Do program materials clearly define how students can access these
supp01t se!Vices?
c) Describe how admiuistr(lf/ve processes such as admissions and registration are made available to distance
students, and how program materials inform students how to access these services.
d) What orie11tatlo11 opportunities and resources are available for students of distance learning?
a) How does your institution ensure that the same academic standards nlld requireme11ts are applied to the
program on campus and through distance learning? lfthe curriculum in the Distance Education program
differs from that of the on-ground program, please identify the differences.
Answer: The curriculum for courses offered through Distance Education Is the same as the campus-
based versions. The courses have the same syllabi, Instructors, and requirements. Students may take
either and online or campus section of a course.
3
b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completio11 ofrequlremellts?
Answer: Yes, these courses are offered on a regular basis, although not all are offered yet as distance
education, but our Intent Is to move to that. At present, with a combination of on campus and online
courses, students could complete the program in one year, depending on how many courses they take at
a time.
c) Describe how your institution provides distance students with clear information on:
•
Program completion requirements, including clinical placements
•
Process for selecting clinical placement sites
•
Program policies for clinical placements
•
Testing requirements for cet1ification
Answer: The students admitted to the program will receive a letter from the graduate office specifying the
program requirements. They will also receive a letter from the Division of Special Education specifying
program requirements, a program plan outline, and a handbook that outlines the policies for placements,
requirements for program completion, and certification testing requirement.
d) How do faculty and others ensure that the technological tools used in the program are appropriate for the
content and intended learning outcomes?
Answer: The faculty use the standard platform provided by the university, currently, Blackboard 9.1. This
platform Is updated regularly and enables video, student discussion and collaboration, webllnks, and
many other resources. However, we do not rely on only one tool and also use tools such as online library
resources, UAibany website, online special education resources such as IRIS and CAST, and Dropbox or
Google documents websites.
e) How does the program provide for appropriate and :flexible interaction between faculty and students, and
among students?
Answer: There are several means of communication, including discussion boards, email, chat rooms,
large group discussions, small group discussions, wlkls, and opportunity for regular phone call or Skype
video chats If appropriate. Face to face appointments can also be arranged between faculty and students
If requested by a student. Practlcum will be supervised by university instructors.
f) How do faculty teaching online courses verify that the student who registers in a distance education course or
program is the same student who pat1icipates in and completes the course or program and receives the
academic credit?
Answer: Students are assigned a confidential net ID and select a password to use for accessing
university services; Individuals logging in are presented with the policy that they are an authorized user
(The University at Albany computer system Is reserved for authorized use only. By using this system, you
represent that you are an authorized user and agree to protect and maintain the security, Integrity, and
confidentiality of the system and data stored on it consistent with University at Albany policies and all
legal requirements. Certain activities are monitored In the course of normal system operations and
maintenance. Unauthorized use will be reported to the appropriate authorities). Some courses use photos
and videos to Identify the Individuals; during instructor training, faculty are alerted to•the need to have
writing and discussion assignments rather than multiple choice exams--using these, faculty would notice
differences In writing styles from an Individual student (their 'online voice').
4
a) Distance learning programs are expected to produce the same teaming outcomes as comparable classroom-
based programs. How are these learning outcomes identified- in terms of knowledge, skills, or credentials -
in course and program materials?
Answer: The courses In this advanced certificate program are courses that are also available in our other
accredited degrees, with the same or comparable learning goals. Each course has a syllabus with
objectives, reading, and assignments. Faculty discuss and revise the course syllabi for both the on
campus and online format, assuring the same learning outcomes.
b) Describe how the means chosen for assessing student learning in this program are appropriate to the content,
learning design, technologies, and characteristics of the learners.
Answer: The courses In this advanced certificate program are courses also available In our other
accredited degrees, with the same or comparable assessments. The assessments are specific to the
course objectives and may include simulations, discussions, written reflections, analysis of teaching
strategies, application of materials learned, etc. The assessments require integration, application, and
analysis of course content, and may involve use of multiple media.
a) What process is in place to monitor and evaluate the effectiveness of this patticular distance education
program on a regular basis?
Answer: The School of Education has a yearly evaluation process, including course surveys, graduation
surveys and monitoring of course grades. This program will use the same evaluation system as the other
accredited degrees.
b) How will the evaluation results will be used for continuous program improvement?
Answer: The Division Director routinely reviews evaluation results and arranges for mentoring and other
supports where needed to improve instruction. The department faculty members routinely discuss the
courses and programs drawing on evaluation results, to discuss any needed Improvements. We have
Items on Division meeting agendas to discuss student and course Issues, Intended for program
improvement.
c) How will the evaluation process assure that the program results in learning outcomes are appropriate to the
rigor and breadth of the college degree or certificate awarded?
Answer: The program evaluation Is the same for students taking online or campus based courses. Most
of these courses are already part of programs with national accreditation. Therefore they meet university
requirements for rigor and breadth required of graduate coursework, Including credits, format, and
assignments needed for a graduate degree.
SUNY programs must comply with all"authorization to operate" regulations that are in place in other U.S. states
where the institution has enrolled students or is otherwise active, based on each state's definitions.
5
a) What processes are in place to monitor the U.S. state of residency of students enrolled in any distance
education course in this program while residing in their home state.
Answer: Distance learning students will be flagged In our Integrated administrative system. This will allow
regular querying so that we can Identify any our of state students who participate from their home state.
We can then seek approval from their home state If necessary.
b) Federal regulations require institutions delivering courses by distance education to provide students or
prospective students with contact information for filing complaints with the state approval or licensing entity
in the student's state of residency and any other relevant state official or agency that would appropriately
handle a student's complaint. What is the URL on your institution's website where contact information for
filing complaints for students in this program is posted?
www.albany.edu/lr/rtkl
NOTE: Links to Information for other states can be found at http://system.suny.edu/academlc-
affalrs/dlstance-learnlng/
6
