Advanced Graduate Certificate Program in Adolescent Special Education for Childhood Special Educators, 2015

KA

UNIVERSITY
ATALBANY

” State University of New York

Senior Vice President for Academic Aifairs & Provost

July 5, 2015

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 Childhood Special Educators.

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@uamail.albany.edu) at our campus. As always,
we thank you for your on-going support.

Senior Vice President for Academic Affairs and Provost

Enclosure

c, Dean Kevin Williams, Graduate Studies
Dean Robert Bangert-Drowns, School of Bducatlon
Vice Dean Jon Bartow, Graduate Studies

University Hall, 308
1400 Washington Avenue, Albany, New York 12222
pr: $18-956-8030 Fx: 518-956-8043
wwwalbanyeda

SUNY Vitesse PELOTPRRAS ALAM

New Program Proposal:
Certificate and Advanced Certificate Programs
Teacher Education
cee roid
92014

‘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 progeam can be promoted or advertised, or cant enroll studeats, The campus

Chief Executive or Clef Academic Officer should send a signed cover letter aud this completed form including any
appended items) as a single, continuously paginated document to the SUNY Provost at progrem.roview@suny.edi.!
Guidance on acadenile program planning is available at hitp:/Avww,suny.edu/provest/acudemle affairs/app/mali.ciin,

Date of Proposal:

April 3, 2015

Iustitution’s G-digtt SBD Codes

210500

Institution's Name:

‘University at Albany

Address:

1400 Washington Ave., Albany, NY 12222

Dept of Labor/Regent’s Region:

Jodicial District 3

fered:

ist name, address, and O-dlait SBD Code of cach additional campus where the entire program will be

ere [ X ] if not applicable;

| List the name and address of extension sifes or extension centers where courses will offered, or check

Program Title; | Adolescent Special Education for Childhood Special Educators
Award(s) (c.g, Certificate, Advanced | Advanced Certificate
Cortificate):

Number of Required Credits:

Minimum { 15] tracks or options, largest minimum [J
(1S 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 fo which the program leads:

Students with disabilities Grades 7-12 ~ Generalist { Initial and Professional)

(618) 495-7017
(518) 424-7021

Telephons;

‘Name and title: Dr. Deborah May, O’Leary Professor, Division of Special Education
Dr. Jane Domaacki, Director of Clinically Rich Programs
Dy, Bruve Saddler, Director, Division of Special Education

E-mail: dnay@albany.cdu
E-mail Jdomaracki@albany.eda

‘This email address finlts atlachments to 25 MB. Ifa fle with the proposal aud appended materials exceeds that limit, it should be

emailed in parts,

i

Signature affiems that the proposal has met all applicable enmpus administrative and shaved governance
procedures for consulfntion, and the institution's conrinitmont to support (ho proposed progrant.
guatures are veceptable,

Partner institulion’s name and

Name and title of partner Institution’s CEO:
Signature of partner Institution’s CEO (or appestd a signed letter indicating approval of this proposal):

Check all SED-defined format, mode and other progam features that apply to tho entire program.

a) Format(s): { Day [X JEvening [ ]Weekend [| JEvening/Weekend —[ X JNot Full-Thne

b) Modes: [X [Standard [ ]ndependent Stady [ jExternal [ JAccelerated [X ]Distanco Education
NOTE: If the progrann is designed to enable students to complete 50% or more of the course requirements through
distance edueaiion, check Distance Education, see Scetion 10, aud append a Distance Education Format Proposal.

¢) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ]4.5 year { 35 yoar

Page Reated Di g
All coursework requived for completion of the certificate or advanced certificate program must be applicable to a currontly
registered degree program at the institution, List below the realsteved dogree program(s) by title, award, and five-dight SED
Inventory of Registered Programs (RP) code to which the credits will apply,

Answer; Program Title: Adolescence: Special Education Generalist Award: MS Program Code 38099
Program Title: Educational Psychology Award; PhD Program Core 14484

Answer; This program prepares cerlified childhood special educators with knowledge regarding best practices In spectal
education so they can also serve those learners with speclal needs at the adolescent level, Students will become familiar
with research-valldaled components of developrnent and Instruction al the adolescent Invel, The program meets the
academic requirements for Inital and professional certification In Teaching Students with Disabillles Generalist (grades 7-
42), NY Slate certlflcailon in Teaching Students with Disabilities at the Childhood Level (1-6) is required for admission,

hb) What are the program's primary student learning outcomes (SLOs)? NOTE: SLOs are defined by the Middle States
Commission on Higher Education in the Charaeteristies of Excellence ty Elighoy Education as “clearly articulated written
statements, expressed in observable terms, of key learning outegmes: the knowledge, skills and competencies that students
are expected to exhibit upon completion of the program.”

2 [the pariner Institution is won-degree-grariling, see SED’s CEQ Memo 94-04,
2

i
j

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;

2 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 disabillties during their practicum
and internship placements,

o 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-
42 Generalist Certification.

¢) How does the program relate to the institution’s and SUNY’s missions and strategic goals and priorities? What is the
prograrn’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 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 partners; ¢.g., P-12 schools, community college partners.

Answer: Buliding 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
facully 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? .

a ee Anticipated Headcount Enrollment _|’. ‘Estimated ©“
Year’. | Full-time Part-time Total | FTE J
1 5 5 5
2 5 5 5
3 5 3 3

4 10-15 10-15* 10-15
5 10-15* 10-15% 10-15

Answer: {tis 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 calfs 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 smalt
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.

4) 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

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 SH. 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 feading 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
for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academie 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 — bul no
enrollment data — are available from SED's Inventory of Registered Programs,

institution Program Title Degree | Enrollment F°13

SUNY INSTITUTION

SUC Brockport Biology Education Inclusive Generalist_ | None 4

SUC Brockport Physics Education Inclusive Generalist_| Norie ie)

SUC Brockport Chemistry Education Inclusive None 0
Generalist

SUC Brockport Social Studies Education inclusive None te)
Gener

SUC Brockport Earth Science Education inclusive None 0
Gener

SUC Brockport Mathematics Education Inclusive None 1
Genraist

SUC Brockport English Education Inclusive Generalist, | None 0

IN SERVICE AREA

Coilege of St Rose Certificate Only in Special Education None unknown

STATE

Adalphi 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 atthe AdolLevelGen _| None unknown
712

Fordham Univ- Tchng Except Adol: Gen/Sub Area Ext | None unknown

Westchester Cert

Fordham (Rse Hill-Lncin C) | Tohng 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 Disabliities 1-6/Gen7-12__| None unknown

Medaille College Stdnts w/Dsbits:Subject:Ext 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- Tehng 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 Learners | 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 Disabilitles None unknown

College GR 7-12

University of Rochester. Inclusion Adolescence Education None unknown

Collaboration: 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 meetings about our Federally
funded 32ST 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 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.

[24 Admissios sO eee xi omy
Identify all institutional admission requirements and all program admission requirements,

What is the process for evaluating exceptions to those requirements? s

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:

4. N.Y State certification (initial or professional) as a teacher of students with disabilities at the Childhood
level (Grades 1-6)

2. A masters 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 $.H, (including coursework in artistic expression,
communication, Information retrieval, humanities, Language other than English, written expression)
Content Core- 30 hours in Liberal Ars 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&%.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 applicant's teaching or academic work,

vA a compelling written statement of Intent or reason for pursuing the advanced certificate In special
lueation :

List of assessments used in determining admission

Academic record ~ transcripts
Three letters of recommendation
Written statement of goal

Proof of certification

Resume

Pee

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, facully 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 {Le., 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... the ue ai : a. ‘ |

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 Speciai 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 Disabilitles, 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 ] if not applicable.

J

(2.7. Brogram-Assessment and Improvement... + ae —S eo usd

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
[Section 3, Samplo Program Schedule and Gurteulum ~

Complete the SUNY Program Schedule for Certificate and Advanced 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 (Le., 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 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 syllabus at the end of this document.

-Answer: No new courses required

d) Ifthe program requires external instruction, such as clinical or fleld 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

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
oy 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
(B), 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
04, Adolescence Education
05. Teaching a Special Subject
06. Teaching Students with Disabilities in Early Childhood and Childhood
07. Teaching Students with Disabilities 7-12 Generalist
08. Teaching Students Who ave Deaf and Hard of Hearing

09 Teaching Students Who ave Blind or Visually Impaired

10, Teaching Students with Speech and Language Disabilities
11, Teaching English to Speakers of Other Languages
12, Literaep

13. Teaching the Career Field

14. Teaching a Specific Career and Technical Subject
15. Library Media Specialist

16, Educational Technology Specialist

17. Bilingual Education Extensions*

18, Bilingual Education Extensions**

19. Grades 5 and 6 Extensions

20. Grades 7 through 9 Extensions

21. Gifled Education Extensions

22. Coordination of Work-Based Learning Programs Extensions
24, Teaching Students with Severe or Multiple Disabilities Extensions

* Bilingual 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 (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 Certification Area Codes above.

10
Step 4:

Provide a description of cach 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

topics, student outcomes, texts/resources and the basis for determining grades,

Pedagogical Core Courses Table

description and identify course credit, objectives,

Pedagogical Core Requirements (PCR)
Addressed
Program-Specific PCR
Course Number and Cert
Title Credit Instructor(s) / Status General Code
PCR‘
07
All met
through
admission
EPSY 622 3 Cosgrove/PT prerequisites (xl)
in first
certificate
Elective (such as
ESPE 562, ESPE All met
669, or others as Depends on course through (i), (1) (4TH), (iv), (vi), (vil), (ix). ()
specified after 3 (O'Connell, Quinn, or admission fulfilled as part of initial
advisement review) others) prerequisites | certification, or by specified course
in first identified during advisement
certificate
ESPE 668 Curriculum
and Instruction for sala
Adolescente and 3 O'Connell/PT admission | (i), div), (v), (il), 4. 09, (0)
y " Saddler/FT prerequisites
teaching and in first
Collaboration certificate
All met
through
ESPE 655 Fi
mission
Assessment of Saddler/FT a ,
Students with 4 Lee/PT Areregustes .@)
Disabilities certificate
All met
2 er through
bore oe ae taraveleT admission 50 clock hours & 20 days of
Saciing SuMene 3 apeve prerequisites practica across grades 7-9 and
with Diverse Learning in first 40-12
Neods 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,

I

Section 5, Field Experience and Student Teaching

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.
e [tis 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 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: 1) 5-6 extensions, 2) 7-9
extensions; and 3) coordination of work-based/discipline-specific and diversificd [earning 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 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

® o
Course Number Course Title Instructor a Nos <a
ESPE 580 Practicum: Teaching Lafave Grade 7-12 30
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: 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 journal articles), and brief descriptions of research and other externally. funded projects.
Nes York State’s requirements for faculty qualifications are in Part $5.2(b) of the Regulations of the Commissioner of

Education.

¢) 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.

13

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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 oxplain 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 fo 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 STILL NEED TO DO
OPTION: You can paste an Excel version of this schedule AFTER this sentence, aud delete the table below.)

Expenses (in dollars)
Pegamtapens Cues | ete | Arnie | Acdonle | Anis | Aree |
2015-16 2016-17 2017-18 2018-19 2019-10

(a) Personnel (including

Sfacuity and all others) $3,000.00 | $3,270.00 | $3,548.00 $17,248,00 $17,946.00
() Library
@ Equipment
(@) Laboratories
() Supplies $500.00 | $550.00 $600.00 $1000.00 $1200.00
@ Capital Expenses
(g) Other (Specify):
(i) Sam of Rews Above $3,500.00 | $3,820.00 | $4,148.00 | $18,248.00 _ | $19,146.00

[Section 8. Application for Distance Education |

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.
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 668 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, Le.
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.

Electives 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 I! and III interventions for managing challenging behaviors are presented.

ERDG 505- Rdg 506 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)

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.

tne State «mc roty |
af New York i

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.

Name and Title of Contact Person | Name and Address of Placement Site Number(s) of i
placements per |
year :

David Ziskin, Principal Amsterdam High School 1-20 |

Susan Stoya, Director of Secondary Amsterdam Middle School 1-20 |

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, fist 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 2-204

Distance 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 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
programreview@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 | - 3 and Part B: Program Specific Issues.

© 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 last completing Part A. This applies even if the institution has programs registered to be
delivered at a distance.

Section 1, General Information

Item Response (ype in the requested information)

a) Institutional | Institution Name and Address University at Albany, SUNY
Information [1499 Washington Ave., Albany, NY 12222

NYS Department of Labor/Regents Region: Judicial District 3

b)Program Program Title: | Adolescent Special Education for Childhood Special Educators
Information Award(s) (e.g. MS, MAT): | Advanced Certificate
SED Program Code (for HEGIS Code: 0808
existing program):
New York State certificate title(s) and level to which the program leads:
Certificate Title(s) Initial, Professional, Initial/Prof
Students with Disabilities Grades 7-12- Generalist Initial/Prof
¢) Distance Name: Dr. Deborah May Title: O’Leary Professor
Educati
Contact Telephone: 518 495-7017 E-mail: Dmay@albany.edu
Person
e) Chief Name and title: James R. Stellar, Ph.D., Provost
Executive or
Chief Email: IJStellar@albany.edu
Academic
Officer | Date: 7-lo ZO/S
Approval

* Signature affirms that the proposal has met all applicable campus administrative and shared governance procedures for consultation, and
the institution’s commitment to support the proposed program,

| Section 2: expected Enrollment

Expected Enrollment When Program Begins Maximum by Year 3 |
Number of Students: 5 20

[Section 3: Program Information

a) Term length (in weeks) for the distance program:
Answer: 15 weeks, same as for campus programs
b) Is this the same as term fength for classroom program? [ ]No [ X] Yes
©) 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 chatrooms.) 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 180 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 ontine 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.

Part A: Institution-wide Issues: Submit Part A only for the first Distance Education program proposed by your
institution using this form, SUNY and the State Education Department will keep this in a master file so that your
institution will not need to resubmit it for each new proposed online program, unless there are significant
changes, such as a new platform.

I, ORGANIZATIONAL COMMITMENT

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 and 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 function effectively. Describe the qualifications of
those who train and/or assist faculty, or are otherwise responsible for online education.

d) 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.

€) 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’s
statement on copyright and faculty ownership of instructional content, and/or faculty contract provisions.

I, LEARNER SUPPORT

a) Describe how yout institution provides distance students with clear information on:

Program completion requirements |
The nature of the learning experience i
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 adiinistrative 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?

Part B: Program-Specific Issues; Submit Part B for each new request to add Distance Education Format to a
proposed or registered program.

I, 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
sourses; students could complete the program in one year, depending on haw many courses they take at
atime.

¢) 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

enee

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 outiIne, 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
resources, 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. Practicum 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 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 ali
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 tn 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 identifted — 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.

Y. PROGRAM EVALUATION

a) What process is in place to monitor and ovaluate 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, fo discuss any needed improvements. We have
Items on Division meeting agendas to discuss student and course issues, intended for program
Improvement,

¢) 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.

VI. STUDENTS RESIDING OUTSIDE NEW YORK STATE

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
tegular 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.edusirirtk/

NOTE: Links to Information for other states can he found at http://system.suny.edu/academic-
affairs/distance-learning/

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, ic. 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 schoo! 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/noee/wwel), Doing What Works
(http.//www.centeroninstruction.org/doing-what-works-dww-website),

b. IRIS center (hitp;/firis peabody.vanderbilt.edw), Intervention Central
(http:/Avww.interventioncentral.org/home),

c. Alliance for Excellent Education (http://all4ed.org), and

d. The Center on English Learning and Achievement (located at SUNY Albany)
(http://www.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 fo 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, ete) 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
1 * Dieker and Hines Chapter | None

*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

* Buch! — Preface from
Classroom Strategies for
Interactive Learning

*Response to Intervention in
the Curriculum: Teaching
for Success (RTI)

* 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
*JInstructional Planning in a
Collaborative Curriculum

*The Effectiveness of the Co-
Teaching Model — Literature
Review (Hanover Research
PDF)

* Hines 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 in the 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 1 — 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://www.ncld.org/students-_ | Managing a Differentiated

i Classroom”
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
11 *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, | *Dieker and Hines — Chapter Discussion Questions
Social Studies and 10 — Secondary SS in the as Assigned
Humanities: Differentiation | Inclusive Classroom and
and the Common Core *Dicker and Hines Chapter
*Summative and Formative | 11: Uncovering what
tools for Assessment Students Know

13 *Differentiated Practices in |* Tomlinson - Chpt. 8—The | Discussion Questions

Content Classrooms:
Implementation of Strategies
for Student Success

How To’s of Planning
Differentiated Lessons by
Readiness

as assigned

*Tomlinson — Chapter 9 — F
Planning Lessons by :
Differentiated Interest

* Differentiated Unit
Pian is Due — Final
Project

*Tomlinson — Chapters 11,
12, and 13

14 | *Strategies and more
Differentiating - Content,
Process and Products

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

hitp://www.p21.org/index.php?option=com_content&task=view&id=254&Ttemid=120

Cooperative Learning

Slavin, R. E. (1994). Cooperative learning: Theory, research and practice, second edition.
Boston, MA: Allyn and Bacon, Inc,

Differentiated Teaching and Learning

Education Next. http://educationnext.org/

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.

Lemov, 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://Awww.adlit.ore/

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 I 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 atrangements 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 completed, 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 I 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:

1. 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 learned
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 inyportant 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. 1 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 covering 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
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

11 :

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:

ie

An introduction to the Unit being studied - why, where in a sequence or grade is this unit

taught?

Corresponding Common Core Standards - a listing of the CC state standards that relate to the
specific Unit being developed.

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.

The implementation of the Instructional Planning Pyramid - what the skills required for the
lesson include for all learners, and what individual elements of the unit that will be

differentiated.

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.

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.

A summation (1 page) which provides a justification of why you choose what you did.
12

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

13

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
fromthe | the simulation; | the simulation; general.
sinvulation; 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.

14

Presentation

Mechanics

Well-written
sentences,
excellent
spelling &
grammar with
minimal
errors. Error
Free - ie,
Parent
Handout
form!

Granunatically
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

15

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 all 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 | discussion and | discussion and
summary. Each ; summary. Each | summary. Most
point is clearly | point is clear. | points are
made and clear.
connected to

rest of paper.

15

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 all 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 | discussion and | discussion and
summary. Each | summary. Each | summary. Most
point is clearly | point is clear. points are
made and clear,

connected to
rest of paper.

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://www.albany.edu/grad/requirements_general_admissions.html#standards_integrity

17

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
spllabus may also include such additional information as the instructor deents appropriate or
necessary. Failure to complete any activity by the date required/ agreed upon may result ina
grade of 0.