KA
UNIVERSITY
ATALBANY
State University of New York
March 18, 2015
Senlor Vice Prasidant for Academie Affal's & Provost
Dr, Alexander Cartwright
Provost and Executive Vice Chancellor
State University of New York
System Administration
State University Plaza
Albany, New York 12246
Dear Dr. Cartwright:
On behalf of the faculty at the University at Albany, I am pleased to transmit the attached
proposal for establishment and registration of an Advanced (Graduate) Certificate
Program in Adolescent Special Education for Content Teachers,
This proposal has been fully considered and approved through our campus governance
system. We are appreciative for anticipated efforts by staff in your Office of Program
Review for the consideration of the proposal. Should there be any technical questions or
the need for additional materials, please have inquiries directed to Jonathan Bartow, Vice
Dean for Graduate Education (jbartow@ albany.edu) at our campus. As always, we
thank you for your on-going support,
Sincerely, aw
James R. Stellar
Senior Vice President for Academic Affairs
and Provost
Enclosure
c. Dean Kevin Williams, Graduate Studies
Dean Robert Bangert-Drowns, School of Education
Vice Dean Jon Bartow, Graduate Studies
University Hall, 308
1400 Washington Avenue, Albany, New York 12222
pH: SLB-956-8030 Fx: $18-956-8043
wvwalbanyedu
eves HOT Drak sage
meet New Program Proposal:
Certificate and Advanced Certificate Programs
Teacher Education
EPP Form 2C
3/19/2014
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 certificate (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 cover letter and this completed form (including any
appended items) as a single, continuously paginated document to the SUNY Provost at program.review@suny.edu.!
Guidance on academic program planning is available at http:/Avww.suny.edu/provost/academic_affairs/app/main.cfin,
October 28, 2014
Institution’s 6-digit SED Code:| 210500
Institution’s Name: | University at Albany, SUNY
Address: | 1400 Washington Ave., Albany, NY 12222
Dept of Labor/Regent’s Region: | Judicial District 3
List name, address, and 6-digit SED Code of each additional campus where the entire program will be
offered:
List the name and address of extension sites or extension centers where courses will offered, or check
here[ X ] if not applicable:
Progtain Title: | Adolescent Special Education for Content Teachers
Award(s) (e.g., Certificate, Advanced | Advanced Certificate
Certificate):
Number of Required Credits: / Minimum [15] If tracks or options, largest minimum [ |
(15 credits required if leading to a base certificate)
Proposed HEGIS Code:|0808 Special education, general
Proposed 6-digit CIP 2010 Code: | 13.1019
Expected date of next CAEP or other accreditation visit: 2021
New York State certificate title(s) and level to which the program leads:
Students with disabilities Grades 7-12 — Generalist ( Initial and Professional)
Name and title: Dr, Deborah May, O’Leary Professor, Division of Special Education
Dr. Bruce Saddler, Director, Division of Special Education
Dr, Jane Domaracki, Director of Clinically Rich Programs
Telephone: (518) 495-7017 E-mail: dmay@albany.edu
(518) 442-5062 E-mail: bsaddler@albany.edu
(S18) 424-7021 E-mail: jdomaracki@albany.edu
'This email address limits attachments to 25 MB. Ifa file with the proposal and appended materials exceeds that limit, it should be
emailed in parts,
1
=| Signature afftrius that the proposal has met all applteable campus admfulstrative and shared governance
procedures for consultation, aud the lustitution’s commitment to support the proposed program,
E-signatures are acceptable,
‘Name and title: James R, Stellar,
gnior Vice President for Academic Affalrs and Provost
CP
Jde.the following
Partuer institution’s name and 6-digit SED Code;
Namo and title of pattner institution’s CEO;
Signature of partner institution's CEO (or append « signed letter indicating approval of this proposal):
Check alf SED-defined format, mode and other program features thet apply to the entire program.
a) Format(s): [ Day [X ]Bvening [ ]Weekend [ JEvening/Weekend —[ X JNot Full-Time
b) Modes: [X]Standard [ ]Independont Study [ JExternal [ ]Accelorated [ X ]Distance Education
NOTE: If the program ts designed to enable studenis to coniplete 50% or more of the course requirements through
distance educailon, check Distance Education, see Section 10, and append a Distance Education Format Proposal,
¢) Other: [ ] Bilingual { ] Language Other ‘Than English [ ] Upper Division [ ] Cooperative [ 14.5 year[ ]5 year
PRB Rohited Degree Prog —
All coursework required for completion of the certificate or advanced certificate program must be applicable to a currently
registered degtee program at the Institution. List below the registered degree program(s) by title, award, and five-digit SED
Tnventory of Registored Programs (LRP) code to which the credits will apply,
Answor: Program Title: Adolescence: Special Education Generalist. Award: MS Program Code 35099
Program Title: Educational Peychology Award: PhD Program Code 14481
ane =
Ansvwert This program prepares certified grade 7-12 content area teachers to become knowledgeable regarding best
practices In special aducation so they can serve those learners with the greatest needs. Student will become familiar with
tesearch-valldated components of effective assessment, Insttuctlon, and behavior management. The program meets the
academic requirements for Initfal and professional certification for Students with Disabllltles Generalist (grades 7-12). NY
State certificatlon as a content area teacher (7-12) In English, mathematics, Soclal Studies, Science, or Language other than
English and a master’s degree Is required for admission.
b) What are the progcam’s primaty student learning outcomes (SLOs)? NOTE: SLOs are defined by the Middle States
Commission on Higher Education in the Characteristics of Exeallence in Higher Education as “clearly articulated written
statements, expressed In observable tecms, of key learning outcomes: the knowledge, skills and competencies that students
2 TF the partner institution fs non-degree-granting, see SED’s CRO Memo 94-04,
2
—]
are expected to exhibit upon completion of the program.”
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 students with autism;
how to create educational environments that accommodate individual differences, including
students with autism
appropriate curriculum and research-validated instructional practices, including use of assistive
and instructional technology as appropriate;
appropriate behavior management strategies, focusing on positive behavioral interventions;
collaborative strategies for working with others invoived with students with disabilities;
assessment approaches and evaluation strategies; and
how to apply their knowledge to the education of adolescent students with disabilities during their
practicum and internship placements.
In addition, after completing this program the students will be recommended for the Teaching
Students with Disabilities 7-12 Generalist Certification.
¢) 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 international 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 Schoo! 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 partners; ¢.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 1 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 Headcount Enrollment... |. Estimated
Year ~ Fall-time:[- Part-time [Total |... FTE.
i 5 5, 5.
2 5 5 5
3 5 5. 5
4 10-15* 10-15* 10-15
5 10-15* 10-15* 10-15
Answer: It is anticipated that many newly certified teachers with Masters degrees in secondary content areas (such as those
in the MSSE program at the University at Albany) will wish to increase their employment opportunities by adding this
additional teaching certification in a teacher shortage area. The Educational Theory and Practice MSSE program at the
University at Albany, as well as a private college have expressed interest in such a program for their students. In addition, we
often are contacted by already certified teachers wishing to obtain special education certification at the secondary level. This
program would meet these needs.
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 handied by distributing students across existing on-campus courses with
available seats, and adding an additional section of ESPE 653, taught online, since the on campus section is already over
enrolled. ESPE 658, which is a new offering, would also need to be added to the schedule and offered ideally once a year
on-line, attracting students not only in this program, but also others from ETAP’s MSSE program and elsewhere interested in
the content. ESPE 658 might be offered every other year with two cohorts taking it at once if enroliments were low.
Supervisors would also be assigned for each student only as needed during the student's practicum.
Full enrollment of 10-15 FTE students would also require the addition of another section ESPE 562 (already offered online)
and 655 offered as an online course which would be open to other students too. 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 curricular 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
1. Valid New York State Classroom Teaching Certificate for Adolescence Education (grades 7-12) in English,
Mathematics, Social Studies, Science or a language other than English.
2. Education - 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: Engtish
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 and 6 S.H. of
coursework at Adolescent Level - Grades 7-12.
Gore Requirements - Coursework in Teaching Students with Disabilities at the Adolescent Level ~ 16 S.H.
Foundations of Special Education
Assessment, Diagnosis and Evaluation
Curriculum and Instruction
Behavior Management
Practicum
3hr non-credit workshop on autism, ie. Responding to the Needs of Students with Autism Spectrum Disorders
(offered on-line through Center for Autism and Related Disabilities at University at Albany as well as elsewhere)
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
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 itis anticipated that content area teachers
from across the state would find this additional certification in a shortage area advantageous.
Employment: 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.
Need: Projected positions
In initial year In fifth year
Employer
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
Sor SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic Program
Dashboards. histitutional 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 Inventory of Registered Programs,
©“ Justitution 0 [Program Title“ Degree “| Enrollment ¥°13
SUNY INSTITUTION
SUC Brockport Biology Education Inclusive Generalist_| None 1
SUC Brockport Physics Education Inclusive Generalist_| None 0
SUC Brockport Chemistry Education Inclusive None 0
Generalist
SUC Brockport Social Studies Education Inclusive None ie)
Gener
SUC Brockport Earth Science Education Inclusive None 0
Gener
SUC Brockport Mathematics Education Inclusive None 1
Genralst
SUC Brockport English Education Inclusive Generalist_| None 0
IN SERVICE AREA
College of St Rose Cartificate 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 Hill-Lneln C) | Tchng Except Adol: Gen: Sub Area Ext_{ None unknown
5
Cert
LIU — Brentwood Campus | Students W/Disabilities(SWD) 7-12 None unknown
Gener
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/Dsbits:SubjectExt GEN 7-12 None unknown
Molloy College Teaching Students with Disabilities None unknown
Niagara University Special Education, 7-12 None unknown
Pace Univ- Pleasantville | Spec Ed- Tchng Adolesc Students None unknown
WiDisab
Pace Univ- New York Spec Ed - Tchng Adolesc Students None unknown
wiDisab
Relay Grad School of Educ | Adolescent Tchng Exceptional Leamers | None unknown
St John Fisher College Adolescence Education — Sts None unknown
WiDisabilities
St John 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 _| Tchng SWD 7-12 Gener Subj Area Ext_| None unknown
St Thomas Aquinas Teaching Students with Disabilities None unknown
College GR 7-12
University of Rochester Inclusion Adolescence Education None unknown
Collaboration: 1n 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 meetings about our Federally
funded 325T grant and our NYS funded clinically rich program and realized there was only one advanced
certificate program in this certification area in SUNY, and it was one designed for new teacher and their
initial certification and ours was completely different, designed for already certified teachers, with a
Master’s degree, to obtain an additional certification. It was helpful to see the variations that existed.
{ 2.4. Admissions © ae Top ee a |
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 underrepresented in the
institution, discipline, or occupation?
Answer, The program requires candidates to have: i
4. N.Y State certification (initial or professional) as a classroom teacher (7-12) in one of the following
areas: mathematics, social studies, English, biology, physics, earth science or chemistry, or a language
other than English
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
Appropriate required course distributions
A3.0 or better (out of a 4.0) quality grade point average,
Completion of DASA (Dignity for All Students Act) training.
Three letters of recommendation from those familiar with the applicant's teaching or academic work
A compelling written statement of intent or reason for pursuing the advanced certificate in special
education
Nv
Nouhw
List of assessments used in determining admission
Academic record — transcripts
Three letters of recommendation
Written statement of goal
Proof of certification
Resume
PRONS
Otherwise 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.¢., 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.
(2.5. Academic and Other Support Services
Summarize the academic advising and support services available to help students succeed in the program.
Answer: 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 identified disability.
{ 2.6. Prior Learning‘Assessment: -
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 here [ X J if not applicable.
[ 2.7. Program Assessment and Improvement _
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.
[Section 3, Sample Program Schedule and Curriculum
Complete the SUNY Program Schedule for Certificate and Adyanced Certificate Programs 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.¢., not
ona 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 part of the proposed undergraduate certificate or the graduate advanced certificate,
append, at the end of this form, a catalog description.
Answer: Catalog descriptions appended
c) For each new course in the certificate or advanced certificate program, append a syHabus at the end of this document.
Answer: ESPE 658 syllabus appended
d) Ifthe program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction 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
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Section 4, Pedagogical Core Coursework and Student Teaching EO
For 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 certificates. 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 Certification Area Codes listed immediately below to identify the certificate area(s) the program leads to and insert
the certificate area number code(s) in the Cert Code column(s). For example, if a program prepares candidates for
certification in Childhood Education 1-6 and Teaching Students with Disabilities Childhood 1-6, mark 02 and 06 in the Cert
Code columns, See example on Pedagogical Core Courses Table.
Certification Area Code
01. Early Childhood Education
02. Childhood Education
03. Middle Childhood Education. S
04; Adolescence'Education®=
05. Leaching a Special Subject
06, Teaching Students. with Disabilities in Barly. Childhood and. Childhood: .
09 Teaching Students.) ate Blind: Or. Visually Impaired
10, Teaching Students with Speech and Language Disabilities
11, Teaching English to Speakers af Other Languages
12. Literacy...
13. Teaching the Care Fie
14. Teaching a Specific Career and echnical Sibiect
15..Library Media Specialist
16, Educational Technology Specialist.
17. Bilingual Education Extensions*
18. Bilingual Education: Extensions**
19. Grades 5 and 6. Extensions. :
20. Grade, 9 Extensions
21, Gifted Wineaien Extensions:
22. Coordination of Wort ‘Based. Learning Programs Extensions
24, Teaching St ents ith Severe OF Madiiple Disabilities Extensions
*Bi ingual education extensions for all with exception of library media specialist and educational technology specialist.
** Bilingual education extensions for library media specialist and educational technology specialist.
Step 3:
Using the Roman numerals embedded in the Certification 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 certification area. NOTE: The Roman numerals found in the Certification Area
Codes (¢.g., ti, 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 Certification 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 3:
Attach syllabi for each new course. Syllabi should include a course description and identify course credit, objectives,
topics, student outcomes, texts/resources and the basis for determining grades.
Pedagogical Core Courses Table
Pedagogical Core Requirements (PCR)
Addressed
Program-Specific PCR
Course Number and Cert
Title Credit | R/E Instructor(s) / Status Gaieral Code
PCR*
07
ESPE 662
Characteristics of and Alley
Methods: for O'Connell/PT advan
Teaching Exceptional 3 R i (), Gi), (v), (vi), (vill), (ix),
Secon dary Stu dents Saddler/FT ke aa
in Inclusive Settings certificate
ESPE 653 Managing
School and He
Classroom-wide . He
Quinn/FT admission iy \ CR
student behavior to 3 R - i (iii), (iv), (i), (1X), ()
Promote Efficient and Biegatsiee reveawates
Effective Instruction certificate
ESPE 658 Curriculum
and Instruction for alles:
Adolescents and otis
an le O'Connell/PT admission ‘ rar
Disabilities: Co- 3 R ‘Saddler/ET prerequisites {iv), (vi), (x), (x)
teaching and in first
Collaboration certificate
All met
through
fasesanentior 5 ‘ SaddlevFT alae re
Students with LeeiPT in ft
Disabilities certificate
All met
+ 2 through
oe LaFavelFT admission 50 clock hours & 20 days of
with Diverse Learning 3 R Gardner/PT Prerequisites practica sovoss Grates 7-9 and
Needs certificate
*Based on regulations, General Pedagogical Core Requirements (PCR) are applicable to all programs with exception of a} programs
leading exclusively to initial certificates valid for teaching a specific career and technical subject; and b) programs leading exclusively
to extensions/annotations.
Il
‘Section 5, Field Experience and Student Teaching
For programs leading to initial certification, cach requirement for field experience, student teaching and practica must
meet the following regulatory requirements: THESE REQUIREMENTS WERE MET BY STUDENTS INITIAL
CERTIFICATES, NOT BY 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 certificate, 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.
List Courses that Require Field Experiences*
Course Number Course Title Instructor Grade Level Clock Hours
ESPE 580 Practicum: Teaching Lafave or across the 7-12 | 50 clock hours
Students with Diverse Gardner grade level
Learning Needs
*Based on regulations, field experiences are not applicable to programs leading exclusively to the following extensions: 1) 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 of 75 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 Assistant 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.
List Courses that Require College-Supervised Student-Teaching Experiences* SEE COMMENT ABOVE
Course Number Course Title Instructor Grade No. of Full School
Level Days
ESPE 580 Practicum: Teaching Lafave or Gardner | Grade 7-12 20
Students with Diverse
Learning Needs
Based on regulations, student-teaching experiences are not applicable to programs leading exclusively to extensions/annotations,
Section 6, Faculty
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: C¥s 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 journal articles), and brief descriptions of research and other externally funded projects,
New York State’s requirements for faculty qualifications are in Part 55.2(b} of the Regulations of the Conmmissioner 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 100% FTE in the
position, whether it be a tenure or non-tenure position.
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[ Section 7.: Financial Resources and Instructional Facilities ]
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 5 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, 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. 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 Expenses Table
(OPTION: Yo. i paste ‘an Exc i version of | this schedule AFTER this sentence, and delete the table below.)
Expenses (in dollars)
‘Academic. . Academic Academic
Progtani Expen: Before: Academic: :
o-Year 3: Year 4: Year 5:
2017-18 2018-19 2019-10
(@) Personnel (including
faculty and all others) $9,000.00 | $9,270.00 | $9,548.00 | $23,248.00 | $23,946.00
(6) Library
() Equipment
(d) Laboratories
(€)_ Supplies $500.00 | $550.00 $600.00 $1000.00 $1200.00
@ Capital Expenses
(g) Other (Specify):
of) Bam ot Rows Above ee $9,500.00 -| $9,820.00 | $10,148.00 | 824,248.00 | $25,146.00
16
[ Section 8, Application for Distance Education he ; i
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [ ]No [X] Yes. Ifyes, 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 Catalog Descriptions
University at Albany
Advanced Certificate: Adolescent Content Teachers - Special Education 7-12 Generalist
ESP! Characteristics of & Methods for Teaching Exceptional Secondary Students in
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. Prerequisite: Admission to MSSE program or Advanced Certificate program in special
education.
7 i jiverse Learning Needs
Supervised practicum observing, assessing, and teaching students with diverse learning
needs. Prerequisites: Admission to Master's or Advanced Certificate programs in special education
Presentation of theory, assessment techniques, and planning and teaching procedures for managing
school and classroom-wide student behavior. Emphasis on use of evidence-based practices,
especially Positive Behavioral Interventions and Supports (PBIS). Satisfactory completion of course
includes New York Violence Prevention (SAVE) Training. Prerequisites: Admission to Master's or
Advanced Certificate program in special education or permission of Instructor.
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. Prerequisites: Admission to Master's or Advanced Certificate program in special
education or permission of Instructor.
i! : Collaboration and Co-
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). The
course will include discussion on 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. Prerequisite: Admission to Adyanced
Certificate program in special education or permission of instructor.
ESPE 658 - Curriculum and Instruction for Adolescents with Disabilities:
Collaboration, Strategies, and Co-Teaching
Instructor: Sean O’Connell
Office Location: ED 231 Classroom Location: TBD
Phone: 442-5421 Office Hours: TBD
E-mail: soconnell@albany.edu Course Meeting Time: TBA
Catalog Description:
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,
Course overview:
This course focuses on evidence-based practices (EBPs), scientifically based research (SBR),
and promising best practices (BPs) across the curriculum to guide students to develop skills in
differentiating and collaborating to provide students with learning barriers an alternate path to
success. This course takes some of the most intriguing and yet challenging teaching elements
today and develops a new appreciation of collaboration and differentiation of curriculum ~ issues
facing all teachers today. The course presents a wide variety of sources to provide guidance
about effective interventions to support student achievement. Students will deepen their
understanding of the characteristics of students with disabilities along with developing specific
instructional strategies that can be applied to the content areas to support the students with
disabilities in inclusive classrooms.
Course Essential Questions:
1, Which academic interventions are designed to assist students’ academic skills instruction, and
help facilitate success for adolescent students with disabilities?
2. What strategies and practices will improve achievement in core academic areas of reading,
writing, math, science, or social studies, and/or promote academic success in school for all
adolescent students, with a focus on students with disabilities?
3. Are some interventions especially effective for certain subgroups of students with learning
barriers? For example, what is considered best practice for students of different ages, or with
particular types of learning disabilities? What about students of different racial/ethnic groups, or
English language learners (ELLs)?
4. What is ‘differentiation’? What forms of differentiation are most effective in practice for
students with disabilities?
5. What are the essential elemental characteristics of a co-teaching and co-curricular setting for
teachers in the 7-12 subject area? Does the identification of best practices in collaboration and
co-teaching actually improve the academic success of students with disabilities?
This course draws upon a wide array of material and information that is pertinent to teaching
students with disabilities strategically and responsively in the classroom. Web resources utilized
include some of the following:
a. What Works Clearinghouse (http://ies.ed.gov/ncee/wwe/), Doing What Works
(http://www.centeroninstruction.org/doing-what-works-dww-website),
b. JRIS center (http://iris.peabody.vanderbilt.edu/), Intervention Central
(http://www.interyentioncentral.org/home),
c, Alliance for Excellent Education (http://ali4ed.org), and
d. The Center on English Learning and Achievement (located at SUNY Albany)
(http:/Avww.albany.edu/outreach/CELA.php)
These sources have been reviewed and incorporated into course content and assignments. These
and other texts and/or on-line sources will be used in this curriculum. Research-based practices
on strategy instruction, teaching practices in the differentiated general classroom, and targeted
instruction that has shown to be essential for the success of students with disabilities are included
in this course for the collaborative educator in the classroom. Collaborative and consultative
services will be reviewed in multiple formats to assist students in their understanding and
application of collaborative and strategic teaching.
Texts:
‘The following three (3) texts will be used in this course.
Dieker, Lisa A and Hines, Rebecca A. (2014). Strategies for Teaching Content Effectively in the
Inclusive Secondary Classroom. Upper Saddle River, NJ.
Buehl, D. (2014). Classroom Strategies for Interactive Learning. Newark, DE: International
Reading Association (Fourth Edition)
Garner, Betty K. (2007) Getting to Got it! Helping Struggling Students Learn How to Learn.
Association for Supervision and Curriculum Development. Alexandria, VA. { this is an
alternate text - I will review with you the use of this at the first class - no need to purchase)
Tomlinson, Carol A. (2005). How to Differentiate in Mixed Ability Classrooms. Upper Saddle
River, NJ.
Semester
COURSE SCHEDULE
The course will follow a general calendar that focus’s our attention to three distinct areas for
classroom content teachers to know, They are:
1, Teaching Students who are at-risk (SWD, ELL, etc) in secondary classrooms
2. Foundations of Collaboration / Response to Intervention / Universal Design for
Learning
3, Teaching Practices for Special Educators of the 21st Century — Strategies and Best
Practice
Class Topics Covered Reading/Media Assignment Due
Session
* Dieker and Hines Chapter | None
1
*21st Century Teaching: The
Game is Changing
* How do we as leaders in
the classroom help foster
cognitive learning?
1- Potential Disruption
* Why Collaboration Works
* Buehl — Preface from
Classroom Strategies for
Interactive Learning
*Response to Intervention in
the Curriculum: Teaching
for Success (RTD
* Cognitive Structures —
Why do they matter in the
21 Century Classroom?
* Response To Intervention
pdf - Fact Sheet
* Response To Intervention -
The Future of Secondary
Schools
* Gardner — Chapter 1 on
Cognitive Structures
* Discussion Questions
Due - as assigned
* Collaborative Process in
Schools - Working with
Content Specialists / Working
with Learning Specialists
*Instructional Planning in a
Collaborative Curriculum
*The Effectiveness of the Co-
Teaching Model ~- Literature
Review (Hanover Research
PDF)
* Fines and Dieker — Chapter 5-
Co-teaching and Collaboration
* Discussion
Questions as assigned
+ First Reflection
Paper Due
*UDL and Barriers to Learning
*Teaching Students Who are
Exceptional — Higher Incidence
Disabilities inthe Secondary
Classroom
*Hines and Dieker — Chapter 2 -
Status of the Classroom and
Chapter 3- Adolesence and
Positive Climate
* Discussion Questions
as assigned
* Common Core, State
Standards and High Stakes
Assessment: societal influence
on classrooms today
*Article - Educator’s Voice —
Common Core, Common Good,
and Uncommon Student
Engagement
*CELA Article - Instructional
Scaffolding for Thinking and
Discussion
Complete the IRIS
SIM # 1 due
Differentiation and its role to
facilitate learning / reduce
barriers in the classroom
*Tomlinson Chapter 1: What
Differentiated Instruction is and
isn’t
*Tomlinson Chapter 2: The
Rational for Differentiated
Instruction in Mixed Ability
Classrooms
* Discussion
Questions as assigned
7 *Teacher Best Practices for | *Tomlinson Chapter 3 Role | *Complete the IRIS
the differentiated secondary | of Teacher in Differentiated | SIM #2 due
classroom Classroom *First conference on
*Textbooks: Useful or *Chapter 4 ~ Learning the Final Project
archaic Structures for 21* Environment in a
century learning? Differentiated Classroom
*Buehl Chapter | — Fostering
Comprehension of Complex
Texts
8 *Promoting Excellence in *Tomlinson — Chapter 5“A | *Discussion
Differentiated Teaching and | Look Inside a Differentiated | Questions as assigned
Learning Classroom’ and
* Differentiating Lessons - | *Chapter 6 “Strategies for
http:/Avww.neld.org/students- | Managing a Differentiated
disabilities/accommodations- | Classroom”
education/ecommon-
modifications-accommodations
9 *Facilitating Reading (and | *Dieker and Hines— Chapter | *Discussion
Thinking!) in Secondary 6 — Reading in Today’s Questions Due as
Classrooms that are Diverse | Classrooms assigned
*Buehl Chapter 2 — *Second Reflection
Frontloading: Addressing Paper Due
Knowledge Demands of
Complex Texts
10 = ‘| *Facilitating Writing (and *Dieker and Hines ~ Chapter | Discussion Questions
Thinking!) in Secondary 7 —- Writing, Listening, and _| as assigned
Classrooms that are Diverse | Speaking across the Content
* The Planning Pyramid for | Areas
diversified content *Buehl Chap. 3 —
Questioning for
Understanding Through Text
Frames
il *Content Specialties: *Dieker and Hines — Chapt. 8 | *Second Conference
STEM and a Differentiated
Classroom for the Sciences
and Mathematics
— Creating Mathematically
Literate Students
*Dieker and Hines — Chapt. 9
— Scientific Knowledge
on Final Project -
Rough Draft is due for
Differentiated Unit
Plan
12
*Content Specialties: ELA,
Social Studies and
Humanities: Differentiation
and the Common Core
*Summative and Formative
tools for Assessment
*Dieker and Hines — Chapter
10 — Secondary SS in the
Inclusive Classroom and
*Dieker and Hines Chapter
11: Uncovering what
Students Know
Discussion Questions
as Assigned
13
*Differentiated Practices in
Content Classrooms:
Implementation of Strategies
for Student Success
* Tomlinson - Chpt. 8 — The
How To’s of Planning
Differentiated Lessons by
Readiness
*Tomlinson — Chapter 9 ~
Planning Lessons by
Differentiated Interest
Discussion Questions
as assigned
14
*Strategies and more
Differentiating - Content,
Process and Products
*Tomlinson — Chapters 11,
12, and 13
* Differentiated Unit
Plan is Due — Final
Project
Suggestions for Further Reading
21st Century Skills
Hayes-Jacobs, H. (2010). Curriculum 21: Essential education for a changing world. Alexandria,
VA: ASCD Publishing.
Partnership for 21st Century Skills
http://Awww.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
Cooperative Learning
Slavin, R. E, (1994), Cooperative learning: Theory, research and practice, second edition.
Differentiated Teaching and Learning
Education Next. http://educationnext.org/
Boston, MA: Allyn and Bacon, Inc.
Levine, M. (2003). A mind at a time: America’s top learning expert shows how every child can
succeed, New York, NY: Simon and Schuster Adult Publishing Group.
Levine, M. (2004). The myth of laziness. New York, NY: Simon and Schuster Adult Publishing
Group.
Lesson Planning
Ausubel, D, P. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht,
the Netherlands: Kluwer Academic Publishers.
Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and
secondary schools, colleges and universities. Thousand Oaks, CA: Corwin Press, Inc.
Lemoy, D. (2010). Teach like a champion: 49 techniques that put students on the path to college.
San Francisco, CA: Jossey-Bass Publishers.
Literacy
All about Adolescent Literacy: Resources for parents and educators of kids in grades 4-12.
http://www.adlit.org/
Deshler, D. D., et al, (2007). Informed choices for struggling adolescent readers: A research —
based guide to instructional programs and practices. New York, NY: Carnegie
Corporation of New York.
Gregory, G., et al. (2002). Differential instructional strategies: One size doesn’t fit all.
Thousand Oaks, CA: Corwin Press, Inc.
Sturtevant, E., et al. (2005), Principled Practices for adolescent literacy: A framework for
instruction and policy. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Tovani, C. (2000). I read it but 1 don’t get it; Comprehension strategies for adolescent readers.
Portland, ME: Stenhouse Publishers.
Multiple Intelligences
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: NY:
Perseus Publishing.
Theory
Dewey, J. (1990). The school and society; The child and the curriculum. Chicago, IL: University
of Chicago Press.
Course Policies
It is expected that students will participate in every class session, Classes will be busy and
interactive with experiences that cannot be recreated. Please plan to attend every class. If
absence is unavoidable and necessary, please be sure to communicate with me prior to class and
make arrangements to get the work missed and to turn in assignments on time.
The University expects that for a 3 hour course, students will work a minimum of 6 hours per
week outside of class. Keep this guideline in mind as you complete assignments.
Students are expected to turn in every assignment on the dates specified. Grades will be reduced
by 5 point(s), and after second day, you cannot hand them in for a point value. After assignments
are compieted, they may not be redone, and extra credit assignments will not be offered. All
assignments are graded on the basis of thoroughness, clarity of expression, and quality of
thinking. Professional presentation is a critical element of effective teaching, so full credit will
not be awarded to work that is unprofessional (i.e. spelling or grammatical errors, sloppy,
careless, or inaccurate work).
Assignments/Grading:
Your grade for the course will be earned by your work in these areas:
1, Discussion Starter Questions, assigned by instructor, two (2),10 points each
2. Reflection Papers, two (2) , 25 points each
3. Simulation Assignments, two (2), 30 points each
4. Course Final Project — Differentiation Unit Plan - due last day of class, 100 points
As you can see, there are no "tests" - we will rely on reading, discussion, writing and self-
reflection to assess your knowledge about collaboration, differentiation, and strategic planning
and instruction. You'll understand more about specific directions for assignments and criteria for
evaluation by looking at the Directions and Rubrics listed below.
Tn sum, all work in this course has a point value. To calculate your grade, you simply add up the
amount of points you have earned to date and divide by the total points possible. Everything that
you do - posts, discussion journals, participation, reviews, etc. will all be graded and given a
point value.
Reflection Papers:
Typically, three reflection/journal entries will be made over the course schedule. Your purpose
here is to be self-reflective, to think about our own changing understanding and attitudes about
mixed ability, collaboration, and strategic teaching and learning in the classroom, collaborative
schooling, family, and other related topics. This is a place to reflect on what you know, what you
believe, and what you are discovering through the course activities -- including our interactions
with each other. I will provide the expectations for the each journal entry (and who is assigned
to which course meeting date) but the for most part ] will ask you to think about the following as
you create your entries:
+ how your thoughts/opinions were enriched, modified, or otherwise changed, and what has
prompted these changes, (if any);
+ how your way of reaching your conclusions differed from your classmates;
+ — what kind of logic and/or evidence sustained or changed your arguments and
conclusions?; and
+ what are some of the deeply held beliefs about the related issues that seemed to guide your
thinking and that clearly set you apart from the others (in what ways your beliefs might
have swayed your reasoning)
A follow-up reflection does not necessarily imply that your initial thoughts were superficial or
misinformed. It can mean that some ideas became more crystallized or more solidified, and
others modified, deepened, or broadened. A follow-up reflection should not be a mere repetition
of your initial thoughts -- progressive deepening in your thinking is desirable.
Simulation Assignments
The simulation assignments will be organized and distributed the first class meeting, and will be
accessed from information gleaned from a specific web-site, journal, text, or from another source
of Media. They could be a reading, a video, or other combined media format. Some of the
potential topics for class could focus on:
tl. Differentiated Instruction
2. Collaboration and Teaming Options
10
3. Strategic Teaching of Content
4. Teaching strategies for Learning barriers
The format for these assignments should follow the organization in the detailed handout to be
given first class meeting date. If it is from the IRIS web-site, it typically begins with a few
questions for you to answer before you begin. Information is then provided in the way of various
perspectives and resources, and toward the end you are asked to consider new questions and
revisit your answers to the initial questions. Your Simulation Assignments should consist of the
following components:
+ Your interest in the selected scenario -why did you select this particular topic
« Your initial responses on the questions posed in the Thoughts section
+ Your responses to the questions in the Assessments section
+ — Revisit your responses to the Initial Thoughts questions after reviewing the Perspectives
and Resources section - what would you change?
+ Brief summary - the content here may include a summary of the key points you leamed
while participating in the activities -- I will leave this up to you. However, please also
include whether or not you would recommend this activity to other teaching colleagues
(why or why not). The use of the Simulation assignments are important for your
development of a vast knowledge of differentiation in a variety of settings..
Except for the first and last paragraphs (interest and summary), you may choose either a
question/answer or paragraph format in your response. [ am not looking for a 20 page paper --
simply write until you think you have answered the questions and have sufficiently reflected
upon your response as a content/specialist area teacher. Keep the grading rubric presented in
mind when you do so.
Discussion Starter Questions
Students will be expected to read and be prepared for class - which means all readings and/or
written assignments will be complete and ready to hand in. On selected days (determined first
class meeting), several students will be responsible for leading the class discussion cavering the
topic (topics) covered that day as per the syllabus. You will provide several discussion leading
questions, and lead the discussion, in a large group format. Discussion starter(s) (minimum of 4
questions) are intended to help all of us think critically about the readings and help integrate this
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new information into our understandings about collaboration, mixed ability classrooms, and
strategic thinking and learning, More information will be given at the first class meeting, but
note the rubric requirements.
Final Project: A Differentiated Unit Plan
The ultimate purpose of the course is to demonstrate your ability as a special education learning
specialist in differentiating course work that would prove otherwise a challenge for a student
with a disability. Given the numerous different aspects of a curriculum that may cover as many
as eight different subjects, it may be difficult to ‘nail’ down what area you are interested in
working with. However, I have decided to shorten that to the four ‘core’ areas of a student’s
learning: ELA, Math, Science, and Social Studies. The format for the Unit Plan is as follows:
1. An introduction to the Unit being studied - why, where in a sequence or grade is this unit
taught?
2. Corresponding Common Core Standards - a listing of the CC state standards that relate to the
specific Unit being developed.
3. Selection of three (3) separate individual lessons that would constitute all or part of the Unit
plan that is being taught. We will assume a 40 minute lesson period, but can use other
options to be discussed on the first day of class.
4. The implementation of the Instructional Pianning Pyramid - what the skills required for the
lesson include for all learners, and what individual elements of the unit that will be
differentiated.
5, The aspects of the Unit/lessons that will be differentiated. This can happen either written
within the lesson, or in a corresponding parallel lesson. Either way is acceptable.
6. The rationale why you chose to differentiate the aspects that you did - we can discuss this
more on the first day of class, It may depend on the unit/grade/subject level you choose to
use as a model.
7. A summation (1 page) which provides a justification of why you choose what you did.
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8. Corresponding formative and summative assessments for the particular Unit - copies of both
a standard assessment and one that is differentiated.
We will have a class discussion about this assignment and will have continued discourse on this
particular assignment throughout the course. Also, please note that the Final Project has two
separate points in the class where you will conference with me on the different elements you
choose, how you are writing lessons and differentiation strategies. The purpose of the
conference is to be sure you are on task, understand fully the assignment and its challenges, and
are moving in a direction that will produce something that will provide for a unique learning
experience as well as demystify any issues you may be having.
A sample (or exemplar) will be provided for you to review and think about while formulating
your Unit plan. We as a class will spend more time on this particular assignment the closer we
are to the final class.
Grading Rubrics
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Simulation Assignments: 2 Simulations @ 30 points each
10 - 9 pts 8-5 pts 4-2 0-1 pts
Organization Follows Follows Mostly follows Does not follow all
format and all| format & all format and directions. Not all
& Content directions. directions. directions, components addressed.
Quality Thoroughly | Addresses | Addresses many | Responses lack detail.
addresses each of the
each component components
component with some with some
with carefully | detail, Most detail.
detailed information if
responses - | stated clearly
which are and detailed
researched
and edited for
clarity.
Use of Resource | Excellent use | Good use of Fair use of Use of resources not
of resources | resources from | resources from clear; responses too
from the the simulation; | the simulation; general.
simulation; gave some gave few
gave clear, specific specific
accurate examples examples using
and specific e | using correct | mostly correct
xamples terms. terms.
using correct
terms.
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Presentation
Mechanics
Well-written
sentences,
excellent
spelling &
grammar with
minimal
errors. Error
Free - i.e.
Parent
Handout
form!
Grammatically
correct with a
few errors, a
few spelling
errors.
Difficulty with
grammar, some
spelling errors.
Difficult to read,
sentence fragments,
many spelling errors.
Discussion Starter Questions: 2 @ 10 points each
5 pts 4 pts 2-3 pts 0-1 pts
Content Demonstrates |Demonstrates | Demonstrates | Inconsistent in
scholarly good satisfactory demonstrating
understanding | understanding | understanding | understanding; missed
of material; of material; of material; major aspects and/or
clearly identifies all identified some | incorrect definitions.
identifies ail major aspects | aspects with
major aspects | with some some synthesis
with synthesis | synthesis & and balance of
and balance of | balance of ideas.
ideas. ideas.
Structure Overall Overall Overall Paper is disorganized;
structure of structure of structure of topic and/or main points
& Org paper very well | paper is well —_| paper is not clear. Missing
organized with | organized with | organized with | introduction and/or
intro, introduction, introduction, summary.
discussion and
summary. Each
point is clearly
made and
connected to
rest of paper.
discussion and.
summary, Each
point is clear.
discussion and
summary, Most
points are
clear.
Reflection Journal Entries: 20 pts each
16
20-17 pts 16-12 pts 11-8 pts 7-0 pts
Content, Clearly describes | Describes current | Describes current Too short, not
Organization, | current attitudes beliefs and beliefs and enough background
Mechanics | and beliefs, gives | attitudes, gives | attitudes, gives a | or examples, ideas
examples of past | some examples, | few examples, not related to
experiences that somewhat sometimes course content.
tie into beliefs, connected to connected to Disorganized, main
explains current course work course work points not clear.
concerns, related { themes. Fairly themes. Directions not all
to course work | well organized, | Organized with followed. Many
and peer points clear. some key points errors.
interactions. Good spelling, and summary.
Well-organized grammar and Adequate
with key points paragraphing spelling,
and summary with few errors. grammar and
clear to reader. paragraphing
Excellent with some errors.
spelling,
grammar and
paragraphing.
Academic Integrity
Whatever you produce for this course should be your own work and created specifically for this
course. You cannot present work produced by others, nor offer any work that you presented or
will present to another course. If you borrow text or media from another source or paraphrase
substantial ideas from someone else, you must provide a reference to your source. The university
policy on academic dishonesty is clearly outlined in the Student Bulletin, and includes, but is not
limited to plagiarism, cheating on examinations, multiple submissions, forgery, unauthorized
collaboration, and falsification. These are serious infractions of University regulations and could
result in a failing grade for the work in question, a failing grade in the course, or dismissal from
the University.
http:/Avww.albany.edu/grad/requirements_general_admissions.html#standards_ integrity
Accommodations
Reasonable accommodations will be provided for students with documented physical, sensory,
systemic, cognitive, learning, and psychiatric disabilities. If you believe you have a disability
requiring accommodation in this class, please notify the Director of Disabled Student Services
(Campus Center 137, 442-5490). That office will provide the course instructor with verification
of your disability, and will recommend appropriate accommodations. For more information, visit
the website of the UAlbany Office for Disabled Student Services.
http://www.albany.edu/studentlife/DSS/index.html
Note that the instructor retains the right to modify the syllabus at any time. The course
syllabus may also include such additional information as the instructor deems appropriate or
necessary. Failure to complete any activity by the date required/ agreed upon may result in a
grade of 0.
Tha State
12 Liners
of Hew York
External Instruction Form
Form 2E
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.
Education
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 1-20
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
Version 2013-10-15
PILOT DRAFT 2-2014
ile Gla Uesversiy
cf Neer York
Distanee Education Format Proposal
For A Proposed or Registered Program
EPP Form 4
3/18/2014
‘When a new or existing program is designed for a distance education format, which enables students to complete
50% or mote 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
progcameviow@suny.edy. According to Middle States Commission on Higher Education (MSCHE), the 50%
standard includes only courses offered in thelr 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 Comuntisston review and prior approval of a substantive change.
« All campuses must complete Sections 1 - 3 aud Part B; Program Specific Issues.
9 Part 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 fast conipleting Part A. ‘This applies even if the institution has programs registered to be
delivered at a distance,
institution Name and Address ~ ~—-« University at Albany, SUNY
=| 1400 Washington Ave, Albany, NY 12222
NYS Department of Labor/Regents Region: Judicial District 3
Program Title: | Adolescent Special Education for Content Teachers
Award(s) (e.g, MS, MAT):| Advanced Certificate
SED Program Code (for
existing program):
HEGIS Code: 0803
‘New York Stato certificate title(s) and level to which the program lends:
Cortificate Title(s)
Initlal, Professional, Initial/Prof
/ Students with Disabilities Grades 7-12- Generalist
Tnitial/Prof
‘Name: Dr, Deborah May
Title: O’Leary Professor
Telephone: 518 495-7017
E-mail; Dmay@albany.edu
5\Email: jstellar@albany.edu
|Daer 2/24/2015
‘Name and title: James R. Stellar, Senior Vico President for Academic Affairs and Provost
the Instttutton’s commitment to support the proposed program.
sist Pasiie
ignature affirms that tho proposal has met all applicable campus udministrative and shared governance procedures for cousultation, and
[Section 2: Expected Enrollment:
Expected Enrollment ‘When Program Begins Maximum by Year 3
Number of Students: 5 20
[ Section 3; Program Information
a) Ternt length (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
ce) 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, internships, and student teaching placements be arranged? How will these
experiences be supervised?
Answer: The practicum 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 Facetime observations and
conferencing.
ition. program proposed by.your
e a master file so that your
nless there are significant
a) Describe your 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 aad its student and technical support
services to ensure their effectiveness. What course management system does your institution use?
¢) Describe how the institution trains faculty and supports them in developing and teaching online courses,
including the pedagogical and communication strategies to fiction effectively. Describe the qualifications of
those who train and/or assist faculty, or are otherwise responsible for online education.
a) Ifyour institution uses courses or academic support services from 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 ownership of course materials developed for its distance
education courses? How is this policy shared with faculty and staff? NOTE: You may refer to SUNY’
statement on copyright and faculty ownership of instructional content, and/or faculty contract provisions.
Tl. LEARNER SUPPORT
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 or software required or recommended
b) Describe how your institution provides distance learners with adequate academic and 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
support services?
¢) Describe how administrative 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 orientation opportunities and resources are available for students of distance learning?
sh new request to add Distance Education Format to a
III, LEARNING DESIGN
a) How does your institution ensure that the same academic standards and requirements are applied to the
program on campus and through distance learning? If the 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.
b) Are the courses that make up the distance learning program offered in a sequence or configuration that allows
timely completion of requirements?
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
atime.
ce) 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 certification
eoree
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, weblinks, and
many other resources. However, we do not rely on only one tool and also use tools such as online library
tesources, UAlbany 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, wikis, 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.
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 participates 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').
IV, OUTCOMES AND ASSESSMENT
a) Distance learning programs are expected to produce the same learning 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.
‘PROGRAMEVALUATION’
a) What process is in place to monitor and evaluate the effectiveness of this particular 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.
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
fiting complaints for students in this program is posted?
www.albany.edulir/rtk/
NOTE: Links to information for other states can be found at http://system.suny.edu/academic-
affairs/distance-learning/
