Commission on Teacher Credentialing
Preliminary Report of Findings and Addendum
| Institution | Fresno State | Program | PRELIMINARY EDUCATION SPECIALIST: Moderate to Severe |
|---|---|---|---|
| Date of Review | December 2020 | ||
Please complete the table below for all programs that were deemed to require “more information needed” by reviewers during Program Review (PR). Brief narrative (less than 150 words) is allowable but response must include links to evidence that address the issue identified by the reviewers.
Posting the Addendum
Information from the addendum must be posted on the institution’s accreditation website at least 60 days before the site visit, along with the original program review document and feedback from the program reviewers. Please do not resubmit your response the items below; responses need only be added to your institution’s accreditation website.
| Standards Found to be Preliminarily Aligned | 2, 4, 6, 7, 10, 13, 16 |
|---|
Standards Requiring More Information
| Standards Requiring More Information | Comment from Program Reviewers | Response from Program |
|---|---|---|
| Standard 1: Program Design, Rationale and Coordination | Provide clarification or evidence of Intern joint provision of intensive supervision that consists of structured guidance and regular ongoing support throughout the program. |
Interns receive intensive support from the district and the university.
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| Standard 3: Educating Diverse Learners |
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Response to #1:
LEE 159 syllabus pages 5-7: Weeks 8, 10, 11, 14, 15. SPED 120 syllabus page 11: Week 6 and presentation |
| Standard 5: Assessment of Students |
Reviewers did not find clear activities or evidence of
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Response to 1 & 2
Candidates are assessed through (1) weekly quizzes; (2) guided practice of assessments and interpretation of results; and (3) case studies. SPED 145 syllabus page 11-12: Week 6 Present Levels of Academic Achievement and Functional Performance and Canvas assignment decision with case study. Candidates are given raw data (see linked case study document for data) regarding a student with disabilities. Candidates analyze data and write the present levels for performance, recommend potential accommodations/modifications, and write five (5) annual goals. Candidates are assessed on (1) the accuracy of the information in the Present Levels based on the case study, and (2) the match of goals to the Present Levels. SPED 146 syllabus, page 6. Formal and Informal Assessment Project and Canvas description of assignment with screenshot. Candidates learn to conduct ecological assessments and formal assessments in class. Candidates administer one informal assessment (e.g., Interview, observational field notes, ecological inventory, etc.) and one formal assessment with a student. Candidates write a review of the results (present level of performance), and provide recommendations for educational planning (suggested areas for goals). Candidates are assessed through (1) in-class practice of test administration and interpretation of test results; (2) discussion board; and (3) the review of results of the two assessments and the alignments of recommendations for educational planning to the test results. Response to 3
SPED 246 syllabus pages 9-10: IEP Project and Canvas course description of project. Response to 4: |
| Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition Planning | Reviewers did not find evidence of candidates participating effectively as a team member and/or case manager for the IFSP planning process, from pre-referral interventions and requisite assessment processes, 2) developing appropriate IFSP/transition planning goals based on standards and following all legal requirements of the IFSP planning process. Provide evidence. |
SPED 120 syllabus page 7: IEP or IFSP Visual Representation and description of the assignment SPED 130 syllabus page 9: Session 14: Adaptive Behavior and Transition Planning and Canvas description with screenshot Candidates are introduced to the topic of self-determination in Session 14. Self-determination refers to an individual’s ability to identify and plan for their future outside of the classroom setting by setting and meeting goals based on independence and choice-making. In this class session, student teacher candidates discuss issues of self-determination and complete a formal assessment in self-determination, The Choice Maker Self-Determination Checklist, to better support their students with specific learning and behavioral needs. SPED 246 syllabus ages 11-12: Transition Group Presentation
SPED 246 syllabus page 12, Weeks 6-7: IEP Best Practices & Facilitating the IEP and Canvas description of activity |
| Standard 9: Preparation to Teach Reading/Language Arts | Reviewers did not find clear evidence of how candidates are prepared to do the following in the areas of reading, writing, and listening/speaking: instructional planning/objectives/design, instructional delivery, and assessment. Provide clarification/evidence. |
LEE 158 syllabus pages 16: Literacy Assessments Candidates conduct literacy assessments with one student and teach peers about one of the assessments in class.
LEE 158 syllabus page 17-18: Literacy Teaching. Candidates plan 3 lessons for the child with whom the literacy assessments were conducted and incorporate the child’s funds of knowledge. One lesson is taught to the child. Lessons must incorporate one of more of the instructional strategies discussed in class:
LEE 159 syllabus page 11 weeks 6, 7, 9: Group Mini-Lesson. Throughout the course teacher candidates observe and model content area instruction strategies for English Language Learners. Students observe a lesson in their field placement, write a reflection on the observation and apply the strategies in their final lesson. Candidates create a content area lesson which includes the 8 SIOP components with an emphasis on standards-based instruction. SPED 130 syllabus pages 6 & 8: Sessions 4, 5, 10, 13: Academic Assessments and Evidence-Based Practices and Canvas course information: Candidates engage with reading assessments in a variety of ways: through practice, case studies, quizzes, watching a video of an assessment being conducted, attending an IEP where test results are viewed and considered for educational planning, and/or conducting or co-conducting an assessment for a student in their placement. In SPED 130 session 4, candidates are introduced to standardized tests of achievement reading subtests including reading letter and word identification, fluency, reading comprehension, listening comprehension and oral expression in the following standardized assessments:
In session 5, candidates are introduced to and practice formative reading assessments measuring phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension. Some of the formative assessments include:
In session 10, candidates are introduced to a variety of evidence-based practices in reading and writing. Candidates engage in class discussion, case studies and quizzes. In session 13, candidates implement 2 of the evidence based practices with one or more students. SPED 146 syllabus page 6: Functional and Academic Instruction Plans and Canvas assignment description Each candidate will develop two instructional lesson plans over the course of the semester, using the lesson plan template posted in our Canvas courses. The lessons may be written for one student or a group of students. One lesson plan will be functional-based (e.g, using a telephone, cooking an egg, buying a pair pants.) One lesson plan will be based on an academic curriculum (i.e. safety words, number sense, money skills). Include procedures (how you teach it) with embedded student supports in your lesson plan. Teach the lessons to your students, if you are a student teacher in a moderate/severe classroom or are an intern. If you do not have a classroom, please pair up with someone in our class who is teaching. Reflect on the experience of creating these two lesson plans. What do you think worked? What do you think needs to be changed? SPED 171 syllabus page 7 and SPED 172 syllabus page 6: In their initial clinical placements, candidates teach 2 formal English Language Arts lessons under the direction of the Mentor Teacher. Lessons are observed by the university clinical supervisor and feedback is provided at debrief meetings. SPED 175 pages 7-8 and SPED 176 pages 7-8: In their final clinical placements, candidates teach 1 formal English Language Arts lesson, which is observed by the university clinical supervisor . Feedback is provided at debrief meetings. |
| Standard 11: Typical and Atypical Development |
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Response to 1: SPED 219 syllabus page 15, Weeks 1 & 2 & 15. Cultural and Linguistic Diversity and Collaboration with Parents. Canvas course description with screenshots and presentation. Candidates are introduced to the topic of Cultural and Linguistic Diversity in weeks 1and 2. During these sessions candidates focus on supporting students from diverse cultural, linguistic, and socioeconomic backgrounds. Candidates discuss strategies to support diverse student learners and how to celebrate diversity as a way to construct deeper understandings of knowledge. In week 15, partnering with parents again looks at the influence of cultural diversity on practice. Candidates are assessed through activities, quizzes and class discussion. SPED 146 syllabus page 10, Week 8. Trauma Informed Practices presentation During this session, candidates learn about and discuss trauma-informed practices and the effects on the child (atypical vs typical). Candidates discussed information and engaged in activities in class. |
| Standard 12: Behavioral, Social, and Environmental Supports for Learning | Reviewers did not find clear evidence of when candidates demonstrate knowledge of and ability to support positive behavior in all students, including students who present complex social communication, behavioral, and emotional needs. Provide clarification/evidence. | SPED 125 syllabus page 9 and Canvas assignment description of Classroom Management Plan Candidates develop a management system with the goal of creating a meaningful, active instructional environment where rules, routines and expectations are clear, where more attention is given to desired behavior than to inappropriate behavior, and where inappropriate behavior is dealt with systematically, consistently, and equitably. |
| Standard 14: Creating Healthy Learning Environments |
Reviewers did not find clear evidence that candidates know common, chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases are recognizable at school. Provide clarification/evidence. Reviewers also did not find evidence that candidates have knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs and tobacco and ways to identify, refer and support students and their families who may be at risk of physical, psychological, emotional or social health problems. Provide evidence. |
SPED 120 syllabus page 11: Week 6 and presentation This session focused on creating inclusive, safe and healthy learning environments and addressed:
Candidates discussed articles read prior to class and in class, engaged in class activities, and completed a poster. |
| Standard 15: Field Experience in a Broad Range of Service Delivery Options | Reviewers were unable to locate practicum experience for candidates in moderate to severe classroom settings. Both practicum experiences (SPED 171 and SPED 175) were practical experiences in mild to moderate settings. Provide evidence. | |
| Moderate/Severe (M/S) Disabilities | ||
| M/S Standard 1: Learning Characteristics of Individuals with Moderate/Severe Disabilities | Based on an initial review of course syllabi identified in the M/S matrices, there is limited evidence that candidates demonstrate the knowledge of disability characteristics, and the educational and psychosocial implications of these characteristics for students identified with moderate/severe/profound mental retardation, physical health impairments, other health impairments, traumatic brain injury, deaf-blind, multiple disabilities, emotional disturbance, and autism spectrum disorders, while determining the implications of these characteristics for service delivery. Provide further evidence. |
SPED 146 syllabus page 10, Week 8. Trauma Informed Practices presentation During this session, candidates learn about and discuss trauma-informed practices and the effects on the child (atypical vs typical). Candidates discussed information and engaged in activities in class. SPED 247 syllabus page 8: Collaborative Unit Plan and assignment description and rubric Candidates will work collaboratively in small groups to develop a comprehensive unit plan, adapting general education content for students with moderate to severe disabilities. After identifying a small group of classroom students with various learning needs (e.g., academic and functional goals, verbal and non-verbal communication skills, social skills, etc.), candidates will develop an integrated unit plan that includes a series of lesson plans, modifying grade-level content standards and curricula to meet the individualized needs of the students in their settings, as indicated by their IEP goals. Candidates will also develop adapted materials to accompany the lessons. Lessons will address the following goal areas:
Adaptations will demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. |
| M/S Standard 2: Communication Skills | The following course syllabi were reviewed and based on syllabi identified in the M/S matrices, there is limited evidence that supports the notion that candidates in the program would be able to demonstrate the ability to assess their students’ verbal and non-verbal communication abilities. Furthermore, the majority of courses reviewed were labeled as mild to moderate, not moderate to severe. Provide further evidence. |
SPED 146 syllabus, page 6. Formal and Informal Assessment Project and Canvas description of assignment with rubric. Candidates learn to conduct ecological assessments and formal assessments in class. Candidates administer one informal assessment (e.g., Interview, observational field notes, ecological inventory, etc.) and one formal assessment with a student. Candidates write a review of the results (present level of performance), and provide recommendations for educational planning (suggested areas for goals). Candidates are assessed through (1) in-class practice of test administration and interpretation of test results; (2) discussion board; and (3) the review of results of the two assessments and the alignments of recommendations for educational planning to the test results. Candidates are assessed on a rubric. SPED 247 pages 7-8: Assistive Technology Assignment and Canvas assignment description with rubric Candidates read, interact with, and respond to the assigned reading and videos. Candidates then research assistive technology resources and procedures in their district and report on their findings; describe and reflect upon their use of various forms of assistive technology in their classrooms/field placements; review the Wisconsin Assistive Technology Initiative (WATI) assessment guides; and select one student on whom to practice an AT evaluation of needs. Candidates are assessed on a rubric. Candidates are assessed on a rubric. SPED 247 syllabus page 8: Functional Communication Training Plan and Canvas assignment description with rubric. Candidates will work collaboratively in small groups to develop a comprehensive unit plan, adapting general education content for students with moderate to severe disabilities. After identifying a small group of classroom students with various learning needs (e.g., academic and functional goals, verbal and non-verbal communication skills, social skills, etc.), candidates will develop an integrated unit plan that includes a series of lesson plans, modifying grade-level content standards and curricula to meet the individualized needs of the students in their settings, as indicated by their IEP goals. Candidates will also develop adapted materials to accompany the lessons. Lessons will addresses the following goal areas:
Adaptations will demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. |
| M/S Standard 3: Developing Social Interaction Skills and Facilitating Social Context. | Reviewers did not find clear evidence of how candidates collaborate with others to facilitate each student’s ability to effectively communicate and increase the extent and variety of social interactions to achieve and expand meaningful social relationships across all settings. Provide clarification/evidence. |
SPED 247 syllabus page 8: Collaborative Unit Plan and assignment description and rubric
Adaptations will demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. |
| M/S Standard 4: Assessment, Program Planning and Instruction |
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SPED 219 syllabus page 11: Person-Centered Planning Project and Canvas assignment description with rubric Using their current field placements, candidates will conduct a student-centered planning project with a K-12/adult transition student with a disability and his/her family. Candidates will choose a particular theory/method to apply in their fieldwork setting. These theories/methods will be discussed in class and include MAPS, student-led IEPs, or self-determination. Follow the guidelines discussed in class, articles, and additional resources. Candidates are assessed on a rubric. SPED 247: Collaborative Unit Plan: Candidates work collaboratively in small groups to develop a comprehensive unit plan, adapting general education content for students with moderate to severe disabilities. After identifying a small group of classroom students with various learning needs (e.g., academic and functional goals, verbal and non-verbal communication skills, social skills, etc.), candidates develop an integrated unit plan that includes a series of lesson plans, modifying grade-level content standards and curricula to meet the individualized needs of the students in their settings, as indicated by their IEP goals. Candidates also develop adapted materials to accompany the lessons. Lessons address the following goal areas:
Adaptations demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. |
| M/S Standard 5: Movement, Mobility, Sensory and Specialized Health Care |
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SPED 146: IEP Matrix Project Candidates will complete an IEP matrix for one of their students using his or her current IEP goals, across school environments and/or curricular domains to identify in what environments/domains the goals can be addressed. When discussing this assignment, emphasis is placed on considering motor impairments and access to the locations when addressing each goal and assessing the environment best to implement that goal. Candidates reflect on the analyses and consider how useful (or not) the assessment or the instructional delivery method/mode/technique is. Candidates engage in activities, discussion and are assessed through feedback. SPED 247
Adaptations will demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. Assistive Technology Assignment: Candidates read, interact with, and respond to the assigned reading and videos. Candidates then research assistive technology resources and procedures in their district and report on their findings; describe and reflect upon their use of various forms of assistive technology in their classrooms/field placements; review the Wisconsin Assistive Technology Initiative (WATI) assessment guides; and select one student on whom to practice an AT evaluation of needs. Candidates are assessed on a rubric. Candidates are assessed on a rubric. SPED 247 syllabus page 8: Functional Communication Training Plan: Candidates select a target student in their classroom who demonstrates challenging behaviors as a result of communication needs. Candidates complete a functional communication training plan to assess the function of the behavior, determine appropriate interventions and AT/AAC, implement interventions, and monitor students’ progress. |
| M/S Standard 6: Positive Behavioral Support |
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| M/S Standard 7: Transition and Transitional Planning | Reviewers were unable to identify how candidates are prepared to demonstrate knowledge and advocacy skills related to the various transitions experienced by students’ moderate/severe disabilities, including those who are deaf-blind and/or those with additional disabilities, as they move from infancy to adulthood. Provide clarification. |
SPED 145 syllabus page 5, weeks 4 and 9: IEP for Moderate/Severe students and Person Centered Planning Project In the IEP for Moderate/Severe students, the instructor presents the best practices for writing IEPs, including advocacy. In class discussion and guided practice activities precede the IEP module, which is evaluated on the accuracy of student responses. Instructor debriefs the module, clarifies content, and answers students’ questions resulting from the completion of the module. Prior to beginning the Person-Centered Planning Project, the students review the content that was previously presented in weeks 7-8. They then engage in the learning. Instructor evaluates the responses for accuracy and alignment with the candidates’ own student grade levels. Review: Read:
Watch video: After reading about student centered planning and watching the clip on Canvas, consider the following question:
SPED 247 syllabus page 6: Assistive Technology Assignment and course description. Candidates read, interact with, and respond to the assigned reading and videos. Candidates then research assistive technology resources and procedures in their district and report on their findings; describe and reflect upon their use of various forms of assistive technology in their classrooms/field placements; review the Wisconsin Assistive Technology Initiative (WATI) assessment guides; and select one student on whom to practice an AT evaluation of needs. Candidates are assessed on a rubric. |
| M/S Standard 8: Augmentative and Alternative Communication |
Reviewers were unable to identify how candidates are prepared to demonstrate an understanding of mandated considerations for augmentative and alternative communication technology for students with moderate/severe disabilities, including students with physical/orthopedic disabilities, other health impairments, deaf/blind and multiple disabilities. Provide clarification. Reviewers were unable to identify how candidates are prepared to demonstrate knowledge and application of augmentative and alternative communication systems or devices and services to facilitate communication, improved academic performance, and skill development. Provide clarification. |
SPED 146 syllabus, page 6. Formal and Informal Assessment Project and Canvas description of assignment with rubric. Candidates learn to conduct ecological assessments and formal assessments in class. Candidates administer one informal assessment (e.g., Interview, observational field notes, ecological inventory, etc.) and one formal assessment with a student. Candidates write a review of the results (present level of performance), and provide recommendations for educational planning (suggested areas for goals). Candidates are assessed through (1) in-class practice of test administration and interpretation of test results; (2) discussion board; and (3) the review of results of the two assessments and the alignments of recommendations for educational planning to the test results. Candidates are assessed on a rubric SPED 247 syllabus page 6: Assistive Technology Assignment and course description. Candidates read, interact with, and respond to the assigned reading and videos. Candidates then research assistive technology resources and procedures in their district and report on their findings; describe and reflect upon their use of various forms of assistive technology in their classrooms/field placements; review the Wisconsin Assistive Technology Initiative (WATI) assessment guides; and select one student on whom to practice an AT evaluation of needs. Candidates are assessed on a rubric. Candidates are assessed on a rubric. SPED 247 syllabus page 8: Functional Communication Training Plan and Canvas assignment description with rubric. Candidates will work collaboratively in small groups to develop a comprehensive unit plan, adapting general education content for students with moderate to severe disabilities. After identifying a small group of classroom students with various learning needs (e.g., academic and functional goals, verbal and non-verbal communication skills, social skills, etc.), candidates will develop an integrated unit plan that includes a series of lesson plans, modifying grade-level content standards and curricula to meet the individualized needs of the students in their settings, as indicated by their IEP goals. Candidates will also develop adapted materials to accompany the lessons. Lessons will addresses the following goal areas:
Adaptations will demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. SPED 247 syllabus page 8: Collaborative Unit Plan and assignment description
Adaptations will demonstrate candidates’ skills in modifying grade-level content standards and curricula to meet the individualized needs of students. Candidates will also collaboratively write an explicit lesson plan to teach general education peers how to support a target student in an inclusive classroom setting. |
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