Program Review Early Childhood Added Authorization

1. Program Summary   

The Special Education Credential Program at California State University, Bakersfield (CSUB) is guided by the philosophy and legal mandates that all individuals in our society have the right to be educated in the least restrictive environment to fulfill their individual needs and become productive and/or participating members of society by developing their optimal potential. The CSUB special education program would like to seek an approval to offer the following CTC approved preliminary credential programs beginning Fall 2022: 

• Preliminary credential program in Mild/Moderate Support Needs and Extensive Support Needs   

• Intern credential in Mild/Moderate Support Needs and Extensive Support Needs   

• Early Childhood Special Education Added Authorization 

CSUB preliminary credential programs will be embedded with Autism Authorization and English Language Learner Authorization.  

Leadership within the credential program.  
The special education program has a director who is provided with 6 semester units of reassigned time per year to provide leadership and coordination for the program. The Antelope Valley campus is supported by a program coordinator who receives 6 semester units of reassigned time per year for coordinating and advising. The program director convenes monthly meetings for all staff and faculty to maintain alignment across campuses. The director reports to the department chair, who reports to the Dean of the School of Social Sciences and Education. Department Chairs meet with the Dean every other week to discuss issues related to management, budgets, and planning. 

Communication within the credential program and within the institution.  
Special education program faculty/staff meet every month to discuss various areas including curriculum, planning, management, and student issues. Coordination between the program and other educator preparation programs (EPP) is provided through regular EPP meetings. The EPP meetings are run by the Director of Accreditation, and all faculty in teacher education, special education, educational counseling, educational administration, and educational leadership doctoral programs are required to attend the meetings.  

Structure of coursework and field experiences in the credential program.  
The Education Specialist Preliminary Credential Programs (ESPCP) includes 3 prerequisite courses, 5 special education courses, 2 general education courses, 2 clinical practice courses, and a final clinical practice course. All candidates are required to complete the prerequisite courses before being admitted to an ESPCP. When admitted, all traditional candidates must enroll in a clinical practice course each semester (EDSP 5800: Clinical Practice I or EDSP 5810: Clinical Practice II). During their last term, traditional candidates are required to enroll in a final clinical practice course (EDSP 5820: MMSN or EDSP 5830: ESN). Intern candidates are required to enroll in an intern seminar course each semester (EDSP 5880: Intern Seminar and Supervision or EDSP 5890: Final Intern Seminar and Supervision).  

The Early Childhood Special Education Added Authorization (ECSE-AA) program consists of two lecture courses and one field experience course. Candidates are required to take the lecture courses (EDSP 5710: Young children with disabilities and their families; EDSP 5720: Assessment and Intervention/Instructional strategies: Birth through pre-kindergarten) before taking a final field experience course (EDSP 5730: Field Experience in ECSE). All placements and university supervisor assignments are made in collaboration with the district partner. The ESPCP works with district partners to ensure candidates have a variety of diverse experiences working with students with disabilities in California schools.  

Major modifications over the recent two years are following:  

• All course syllabi and coursework have been significantly revised to meet new state standards for both MMSN and ESN credential programs as well as the ECSE-AA. 

• Core Special Education (SPED) courses were 4 units, which included 3 units of course contents and 1 unit of clinical practice. Beginning Fall 2020, the course units were reduced to 3, and a new clinical practice course (EDSP 5800) was developed and approved by the school curriculum committee. All teacher candidates are required to enroll in the clinical practice course each semester until they are enrolled in a final clinical course.  

• Two courses from the ECSE-AA were combined into one course, changing the total number of courses needed to complete the added authorization from 4 to 3.  

• To provide a more integrated approach to meeting the technology requirement, technology has been purposefully embedded throughout core coursework. 

• EDSP 5870 has been created for students who need to repeat intern seminar courses.  

• A staff level field placement coordinator has been hired to support the SPED program.  

Means for stakeholder input. 
Teacher Education Advisory Committee (TEAC): This committee meets twice a year and is chaired by the Dean of the School of Social Sciences and Education and includes representatives from university programs and local district partners. The special education program is represented by the program director and the Advanced Educational Studies chair. The TEAC reviews all components and programs of teacher preparation and provides suggestions and recommendations for policy and action regarding teacher preparation.  

Kern Induction Collaborative (KIC): KIC is comprised of regional induction program directors and institutes of higher education. KIC meets every month and provides the program a venue for ongoing communication, advice, and feedback about the community’s needs. It also provides the program an opportunity to share information about program issues, new curriculum developments, or changes to the program.  

Antelope Valley Collaborative (AVC): AVC meets every other month and provides the program a venue for ongoing communication, advice, and feedback about the community’s needs. It also provides the program an opportunity to share information about program issues, new curriculum developments, or changes to the program.  

Antelope Valley Advisory Board (AVAB): AVAB meets once a year and is an intensive meeting with the Special Education Stakeholders from the local school districts. It is a time of transparency discussing the education specialist program at CSUB and how it can best partner with the districts. 

2. Course of Study 

Description of the Sequence of Coursework 
The Education Specialist Credential Program progresses in the three developmental phases:  Phase I: Foundation and Basic Understanding; Phase II: Skill Development; and Phase III: Culmination and Final Clinical Practice. 

During Phase I, candidates are expected to demonstrate knowledge of historical foundations and basic understanding of special education. It is critical for candidates at this level to develop a basic understanding of: (a) characteristics of students with MMSN and ESN; (b) research in learning theories and instructional practices in inclusive settings; (c) communication and collaboration issues; (d) issues related to the curriculum and instructional adaptation for special needs students (K- 12); and (e) educating learners from culturally and linguistically diverse backgrounds. Candidates will gain such understanding through their coursework on campus as well as through their observation and participation in school settings. 

During Phase II, credential candidates acquire specific knowledge and skills for assessing and teaching students, and behavior and classroom/behavior management through their coursework with built-in clinical practice components in diverse classrooms. Such experiences provide candidates with excellent opportunities to apply theory into practice. Candidates learn and are given opportunities to demonstrate their knowledge and skills in instructional strategies and curriculum modifications/accommodation in methods classes. 

In the third and final stage of the program (Phase III), candidates internalize what they have learned and experienced during the first two phases. Candidates will have ample opportunity to demonstrate their competence in assessment, curriculum planning/ instruction, and classroom and behavior management strategies.  

Candidates in the intern program are required to attend intern seminars each semester for their clinical practice. District intern mentors are assigned by the district in collaboration with the program. Mentors must hold a credential in the concentration that the candidate is pursuing. University Supervisors and the district mentor/cooperating teachers collaborate to provide guidance and advisement related to each candidate's field experience progress. 

Coordination of coursework with fieldwork.  
Candidates are required to enroll in a clinical practice course each semester. Candidates must complete a minimum of 600 hours of fieldwork during their credential program. Courses are aligned to TPEs as well as program standards. Clinical practice fieldwork provides candidates with the opportunity to develop and apply the skills acquired through coursework in classroom settings to demonstrate TPE proficiencies. These experiences also ensure candidates are prepared to provide an equitable and culturally responsive learning environment for TK-12 grade students.  

Types of coursework in critical areas.  
Each core course in the program addresses critical areas. EDSP 4100 provides the foundation for understanding and teaching English Learners. All other program courses provide candidates with the ability to increase and apply their knowledge and skills regarding working with English Learners. California Dyslexia Guidelines are introduced and reviewed throughout the courses. Autism standards are introduced and scaffolded throughout each course.  

English Language Learners: EDSP 4100 focuses on understanding and teaching English Learners, and the other core courses also address knowledge and skills working with English Learners. Candidates are required to work with English Learners to complete their assignments in a credential program.  

Technology Competency:  Technology competency is purposefully embedded throughout the program. Candidates are required to demonstrate their competencies with multiple software, social media, and communication programs for the purpose of teaching and learning. In addition, the program embeds knowledge and skills of assistive technology throughout the program.  

Autism Competency: Candidates learn characteristics and needs, assessment/evaluation methods, and best practices to work with students with autism throughout the program. Candidates are required to demonstrate competency during clinical practice and various course assignments (e.g., lesson plan, intervention plan, assessment report). 

The following table delineates numbers and types of field placements for preliminary programs.

Connection of field experience with coursework.
Candidates are required to complete at least 150 hours of supervised clinical practice each semester until their final clinical practice course. This clinical practice provides candidates opportunities to complete assignments and practice their knowledge and skills from program courses. Course assignments include, but are not limited to lesson plans, intervention plans, assessment case study, IEP development, participation in IEP meetings. Candidates use LiveText to submit and store signature assignments, fieldwork observations, and competency evaluations. Interns also use Livetext to record and submit their support hours each term.  

In the ECSE-AA program, candidates are required to complete at least 45 hours of field experience in in-home and preschool settings in small and whole groups.  

Field supervision, advisement, evaluation: frequency, type. 
Once admitted into the credential program, candidates attend an initial meeting with their campus program advisor to complete a program plan. After the initial advising appointment, candidates engage in on-demand advising with their program advisor throughout the program as needed. Additionally, the admissions advisor monitors candidates throughout the program to ensure proper course registration and to provide enrollment support based on the candidate’s program plan. During clinical practice, university supervisors collaborate with cooperating teachers to support and provide guidance to teacher candidates. 

3. Assessment of Candidates 

With the new program, beginning Fall 2022, candidates will be provided with the opportunity to attend orientation prior to their first semester. This orientation will review program expectations, program policies and procedures as well as the course sequence, and have the opportunity to meet their program advisor. During orientation, candidates will also be introduced to the program handbook which includes program expectations, policies, and procedures that candidates should refer to throughout their program for guidance. Candidates are notified through orientation, the credential handbook, and again during their individual program planning session that they need to meet and maintain adequate academic standards and candidate dispositions through their credential program. Each candidate's competence and progress are evaluated throughout the program: (1) admission to the program, (2) review of each candidate's performance in course work and clinical practice, and (3) during and at the conclusion of final clinical practice. 

Candidates will be evaluated through signature assignments in content courses and classroom observations in clinical practice courses. All assignments and evaluation forms are revised to address CTC Educational Specialist standards, TPEs, and High Leverage Practices. In each course, candidates will submit a signature assignment to Livetext, and instructors will evaluate their performances using predetermined rubrics.  

If a candidate does not meet adequate progress in developing competencies or demonstration of professional dispositions, a Candidate Improvement Plan will be developed for candidate. If the candidate does not meet the stipulations in the improvement plan, program faculty will discuss concerns and make decisions on disqualification.  

Professional decisions related to teaching and progress through the program are recorded in a formal, written observation protocol that is shared with the candidate. At the end of the program, the candidate and university supervisor develop an Individual Development Plan (IDP) along with district mentors (cooperating teachers) which will serve as the basis for the development of the candidate’s Clear Credential program.

Special Education Organizational Chart

EPP Organizational Chart

SSE Organizational Chart

University Organization Chart 

3.1 Distribution Table

3.2 Annotated Faculty List with Links to Vitae & Syllabi
Lee, Yeunjoo, Ph.D.
Full-time Tenured
EDSP 5710 Young Children with Disabilities and Their Families
EDSP 5720- Assessment and Intervention/instructional Strategies: Birth through Pre-Kindergarten
EDSP 5730- Field Experience in Early Intervention and Early Childhood Special Education

Collins, Nancy, M.A.
Part-time Faculty/Supervisor
EDSP 5710 Young Children with Disabilities and Their Families
EDSP 5720- Assessment and Intervention/instructional Strategies: Birth through Pre-Kindergarten
EDSP 5730- Field Experience in Early Intervention and Early Childhood Special Education

Haney, Tabatha, M.A.
Part-time Faculty
EDSP 5730- Field Experience in Early Intervention and Early Childhood Special Education

3.3 Published Experience & Qualifications Requirements

3.4 Faculty Recruitment Documents - No new faculty.

7.1
During the final term of the credential program, candidates attend an Induction Seminar where they receive information regarding the application process. Candidates are also notified via email by the admissions advisor of the credential recommendation process, informed of any missing CTC or state requirements and given the link to CSUB’s in-house credential recommendation application found here. The application packet also contains a checklist of required documents necessary to be eligible to apply for their credential.

Upon receipt of the credential application, the Credential Analyst reviews and verifies that all program criteria are met, and only qualified candidates are recommended for the credential. The credential analyst evaluates the candidate’s application to validate eligibility and that all program and state requirements have been successfully completed prior to recommendation for the requested credential or authorization. This process is completed through a review of candidate data in the CSUB Credential database and digital document file. The database and digital document file house each candidate’s program documents and verification of credential coursework completed through CSUB. Once verification is complete, the Credential Analyst submits the recommendation using CTC’s online recommendation system for final review and issuance of the credential.

7.1.1
Link to Educational Specialist Program Plan