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Bilingual Authorization Program

Reviewers Preliminary Findings – Dated December 2020 (PDF)

1. Program Summary

Exhibit 1.1 Program Design

Contextual Information

Approved by the Commission on Teacher Credentialing in 2011, the Fresno State Spanish/Hmong Bilingual Authorization Program (BAP) is an option program that can be earned upon completing the Multiple Subject 2040 Credential Program at California State University, Fresno. As an option 15-unit program, BAP can be earned simultaneously with the candidate’s perquisite multiple subjects teaching credential. 

The Bilingual Coordinator, in collaboration with the Liberal Studies Coordinator, the Multiple Subject Program Coordinator, the Director of Field Placement, faculty and university supervisors, work jointly to oversee the coursework of bilingual teacher candidates, as part of the Fresno State Spanish/Hmong Bilingual Authorization Program.  This effort includes monitoring and assessing student development and achievement, including language proficiency during candidate’s enrollment in the Liberal Studies and 2042 Multiple Subject Credential Program.

The program is designed to build on teacher candidates' rich cultural and linguistic experiences in preparation for working successfully with diverse children and families in K-8 schools. All Bilingual Authorization candidates must demonstrate language proficiency equivalent to the CSET LOTE III. Bilingual Authorization and complete the final student teaching requirement in a bilingual setting (EHD 170).  The following are the program courses for Spanish and Hmong. 

Bilingual Authorization in Spanish:

SPAN 119

Advanced Grammar

3 units

SPAN 121A

Advanced Composition

3 units

SPAN 134

Spanish in Bilingual Schools

3 units

CLAS 120

Cultural Change and the Chicano

3 units

 

LEE 136

Teaching Content in Spanish

3 units

 

Total =

15

 

Bilingual Authorization in Hmong:

 

HMONG 100

Intermediate Reading and Composition

3 units

HMONG 101

Advanced Reading and Composition

3 units

LEE 129

Hmong in Bilingual Schools

3 units

ANTH 123

Peoples and Cultures of Southeast Asia

3 units

 

LEE 135

Teaching Content in Hmong

3 units

 

Total =

15

Leadership

The Fresno State Spanish/Hmong Bilingual Authorization Program is an integral part of Kremen School of Education and Human Development (KSOEHD). The School of Education holds primary responsibility for hiring faculty; program development and change; and policies and procedures.  The Dean of the School of Education has given key priority to supporting the Fresno State Spanish/Hmong Bilingual Authorization Program.  In support, the dean appoints a “Bilingual Coordinator” for the program and provides a 3-unit course release time for the duties of that position.

The Bilingual Coordinator has the leadership responsibility of implementing and monitoring a credential recommendation process that ensures that bilingual candidates recommended for a credential have met all program requirements.  The Bilingual Coordinator will also collaborate jointly with the Liberal Studies Program Coordinator, the Multiple Subject Program Coordinator, the Field Experience Coordinator, and Committee and the Administrative Advising Staff in order to ensure that bilingual candidates are placed in their appropriate courses and placements. The coordinator also collaborates with other colleges that have instructors who teach directly in the program, such as the Spanish department, etc.

Additional leadership in the Bilingual Program also consists of specific faculty members from the Literacy, Early Ed., Bilingual, and Special Education Department (LEBSE), Bilingual CommitteeThe purpose of this committee is to discuss program issues, bilingual candidate’s needs, and to make revisions to the program.  The committee meets quarterly throughout the year.  The Bilingual Advisory Committee also includes community leadership. This committee meets twice a year and consists of bilingual faculty from the LEE Department, other members of the University community, and representatives from surrounding school districts.  The purpose of this committee is to provide advising and support to the Fresno State Spanish/Hmong Bilingual Authorization Program and to promote and refine a vision for bilingual education in the Central San Joaquin Valley. 

Course of Study 

The Fresno State Spanish/Hmong Bilingual Authorization Program coursework is aligned with the Commission on Teaching Credentialing (CTC) bilingual program standards.  As such, the CTC bilingual program standards are embedded within the various courses in both the Spanish and Hmong programs (see course syllabi).  Under the Liberal Studies major, students are required to have a 3.00 overall GPA in their course work with no grade lower than a “C”.  Documentation in meeting the program standards by student candidates have been embedded within the various five required Spanish and Hmong courses in terms of assignments, exams, projects, and field experiences [Check List Advising Form]

Upon completing their Liberal Studies Concentration, the bilingual candidates apply and seek admission to the Multiple Subject Credential Program.  Part of the admission is declaring their interest in a bilingual credential to the KSOEHD admission officer.  Once students have been admitted to the 2042 Multiple Subject Program, the Admission Officer will provide a copy of that declaration to the Bilingual Coordinator.  This document provides evidence to the Bilingual Coordinator that the candidate has met his/her requirements to enter the Multiple Subject Program, including passing grades in their Spanish or Hmong concentration.  In the Multiple Subject Program, bilingual teacher candidates will continue completing remaining courses in their bilingual program.

To enter the Multiple Subject Program with a Bilingual Authorization Program, the candidates must demonstrate appropriate level of language proficiency.  As part of the initial interview to the Multiple Subject Program, the Bilingual Coordinator will meet with bilingual teacher candidates to review previous coursework and assessment of language proficiency (administered in either SPAN 134 or LEE 129).  This interview will allow the bilingual candidates to formally meet the Bilingual Coordinator and seek further guidance on remaining course work as desired by candidate.  This initial interview will also provide time for candidates who may not have obtained a language score (in either Spanish or Hmong) at the “Intermediate High” or beyond to discuss strategies on meeting this criterion [see American Council on the Teaching of Foreign Language (ACTFL].

To exit the Multiple Subject Program with a Bilingual Authorization Program, the candidate will meet with a Bilingual Coordinator to review successful completion of required coursework and demonstrate at least an “Intermediate high” level or above in their language proficiency in their specific language.

Following is a chart illustrating the pathway interested students would take to obtain a bilingual authorization credential.

Figure 1: Pathway for 2042 Multiple Subject Preliminary Credential with Bilingual Reauthorization Credential

BAP Pathway

Assessment of Candidates 

The Bilingual Coordinator, in collaboration with the Liberal Studies Coordinator, the Multiple Subject Program Coordinator, the Director of Field Placement, faculty and university supervisors, work jointly to oversee the coursework of bilingual teacher candidates, as part of the Bilingual Multiple Subject Program.  This joint effort includes monitoring student development and achievement, including language proficiency during candidate’s enrollment in the Liberal Studies and 2042 Multiple Subject Credential Program.

Bilingual teacher candidates take the majority of their bilingual concentration coursework during their Liberal Studies Concentration of their undergraduate program. The Bilingual Program Coursework is aligned to the Commission on Teaching Credentialing (CTC) bilingual program standards.  As such, the CTC Bilingual Program Standards are embedded within the various courses in both the Spanish and Hmong programs (see course syllabi).  Under the Liberal Studies major, students are required to have a 3.00 overall GPA in their course work with no grade lower than a “C”.  Documentation in meeting the program standards by student candidates have been embedded within the various five required Spanish and Hmong courses in terms of assignments, exams, projects, and field experiences [see Tables Syllabus]. All undergraduate students, including students in the bilingual concentration meet regularly with Liberal Studies counselors for guidance and review for completion of course studies.

Upon completing their Liberal Studies Concentration, the bilingual candidates apply and seek admission to the Multiple Subject Credential Program.  Part of the admission is declaring their interest in a bilingual credential to the KSOEHD admission officer.  Once a student has been admitted to the 2042 Multiple Subject Program, the Admission Officer will provide a copy of that declaration to the Bilingual Coordinator.  This document provides evidence to the Bilingual Coordinator that the candidate has met his/her requirements to enter the Multiple Subject Program, including passing grades in their Spanish or Hmong concentration.  In the Multiple Subject Program, bilingual teacher candidates will continue completing remaining courses in their bilingual program.

Exhibit 1.1.1 Pathways Table

Pathways Table

LOCATION

DELIVERY METHOD

PATHWAY

CSU, Fresno main campus

In Person

BAP Program

CSU, Fresno main campus + Assigned School

In Person

Bilingual Student Teaching (EHD 170)

2. Organizational Structure

3. Faculty Qualifications

Exhibit 3.1  Faculty Distribution Table

Type

Number

Vacancies

Full-time Tenure Track      

7

0

Exhibit 3.2 Faculty List

Exhibit 3.3 Published Adjunct Experience and Qualifications Requirements

Exhibit 3.4 Faculty Recruitment Documents

Not applicable because courses are not designed specifically for the BAP but have been selected because they align with Bilingual Authorization State Standards.

4. Course Sequence

5. Course Matrix

Exhibit 5.1 Course matrix

Exhibit 5.2 Table of subject-specific teaching performance expectations, if applicable.

Not Applicable 

6. Fieldwork and Clinical Practice

Exhibit 6.1 Fieldwork Hours Table

Number of Hours of Fieldwork and Clinical Practice 

Pre-program field experience hours

 45 hours

Early field experience hours

 120 hours

Initial Student Teaching hours

 288 hours

Final Student Teaching hours

 550 hours

Exhibit 6.2 Signed MOU or Agreements for Placements

Exhibit 6.3 Veteran Practitioner Training Material

Exhibit 6.4 Candidate Placements

Program candidates are placed in schools in the surrounding region. Every effort is made by program faculty to ensure that candidates are in the best possible placement to support their development. As demonstrated by the data represented below, our region is home to some of the most diverse student populations in the state, meaning candidates in all programs have opportunities to develop as practitioners while working with students from diverse racial, ethnic, and socioeconomic backgrounds, as well as students with disabilities.
Demographics
Fresno County Kings County 
Madera County Tulare County 

Exhibit 6.5  Published Manuals, Handbooks or Advising Materials

Exhibit 6.6 Fieldwork/Clinical Practice Syllabi

Exhibit 6.6.1 Clinical Practice Assessment Instruments

7. Credential Recommendation

Exhibit 7.1 Description of Candidate Recommendation Process

At the end of the bilingual student candidate’s program, the bilingual program coordinator verifies the candidate’s satisfactory performance in bilingual student teaching [EHD 170, Field Study C] that is supported by a qualified bilingual teacher or equivalent field placement in the appropriate grade level classroom and language experience.  Bilingual program course instructors, university supervisors and school-based master teachers will be required to be bilingual and have expertise with bilingual instruction for those in the Spanish Authorization.  Every effort will be made to have similar language expertise for the Hmong, however, where not possible, these candidates will have alternative field placements for “language of emphasis” while meeting the same “student teaching” requirements to ensure they meet all 2042 competencies.  Included in the evaluation is the Student Teaching and Final Evaluation Form with signatures of master teacher and university supervisor, this is required to further document competencies for bilingual candidates who participate in bilingual student teaching. 

Completion of the bilingual program will require an exit review. This review will consist of the Bilingual Program Coordinator certifying that each candidate has met the requirements for the Bilingual Authorization including language proficiency.  Spanish and Hmong language candidates must demonstrate an appropriate level of language proficiency. 

Exhibit 7.1.1 Candidate Progress Monitoring Document

Exhibit 7.1.2 Blank IDP Form