Au education specialist mild moderate 2012 revised 2013-2

Antioch University Los Angeles
Antioch University Santa Barbara
Program Standards for Education Specialist
Mild/Moderate
Submitted to the Commission on Teacher Credentialing
November, 2012
Luis Pedraja, Ph.D.
Provost, Vice President of Academic Affairs
400 Corporate Pointe
Culver City, CA 90230
(310) 578-1080 ext 408
lpedraja@antioch.edu
Marianne D’Emidio-Caston, Ph.D.
Antioch University Santa Barbara
801 Garden Street
Santa Barbara, CA 93101
(805) 962-8179 ext 5327
mcaston@antioch.edu
J. Cynthia McDermott, Ed.D.
(310) 578-1080 ext 352
cmcdermott@antioch.edu
Resubmitted June, 2013
Resubmitted November, 2013

READ ME FIRST
This document now contains a bookmark entitled “Supplemental Documentation in
Response to Program Assessment Feedback.” This bookmark leads to a “Grid” that
directly responds to the CTC request for additional information and the syllabi and
other documents that serve as evidence.

Note to Reader:
In order to access the full functionality of this document, the reader must
first make sure that Adobe Reader software is configured correctly.
Please follow the following instructions to make sure this is done.
For PC:
By default, Adobe Reader is configured to open hyperlinks that link to
somewhere else in the document in the same window. To make these
links open up in a new window, follow these steps:
1. Click Edit and select Preferences.
2. When the Preferences window appears, choose the category named
Documents.
3. In the right section of the window, there will be a section labeled "Open
Settings." Uncheck the box next to Open cross-document links in same
window. Cross-document links will now open in a new window.
For Mac:
By default, Adobe Reader is configured to open hyperlinks that link to
somewhere else in the document in the same window. To make these
links open up in a new window, follow these steps:
1. Click Adobe Reader and select Preferences.
2. When the Preferences window appears, choose the category named
Documents.
3. In the right section of the window, there will be a section labeled "Open
Settings." Uncheck the box next to Open cross-document links in same
window. Cross-document links will now open in a new window.

The first column of the Grid identifies the elements as stated by the CTC as needing
additional evidence. The second column of the Grid provides the source of this
evidence (such as syllabi) and the corresponding Antioch University campus (either
SB or LA). The third column provides line numbers in each document that enable
easy access to the evidence that has been identified. The fourth column contains brief
comments, as needed, regarding the source of the evidence such as “class activity”,
“required reading”, etc.

Program Standards for Education Specialist
Teaching Credentials
Program Standards
Program Standard 1: Program Design, Rationale and Coordination
Each program of professional preparation is coordinated effectively in accordance with
a cohesive design and sound evidence-based practices relevant to the contemporary
conditions of schools. The design must reflect the full range of service delivery options,
including general education, and the knowledge and skills to meet the needs of students
in the specific areas authorized by the credential. The program has an organizational
structure that forms a logical sequence between the instructional components and field
work, and that provides for coordination of the components of the program. The program
describes a plan that allows for multiple points of entry.
Each program of professional preparation is coordinated effectively in accordance with
a cohesive design and sound evidence-based practices relevant to the contemporary
conditions of schools.
Antioch’s Response:
The Educational Specialist: Mild/Moderate Credential Program relies on the program
chair and credentials analyst to adhere to all state laws and University policies regarding
advice, assistance, and admission of candidates, selection of faculty, design and
implementation of curriculum, collaboration with practicing professionals, program
evaluation, and determination of candidate competence. The program chair advises the
Vice President for Academic Affairs (VPAA) and other Antioch officials in regard to
credentials and policies, student and teacher recruitment. The Credential Analyst
maintains and distributes credential advisement information and answers questions for
students. Antioch University maintains an advisory council composed of local special and
regular educators in public schools as well as representatives from local institutions of
higher education. The advisory council members make recommendations with regard the
design evidence based school practices, and the relevance to conditions of local schools
in both communities in which Antioch campuses are located.
The program chair serves on campus committees which enable and maintain a
coordination and communication function. Campus governance and administrative
committees serve to assist the seamless interaction among departments. Specifically, the
admission director, registrar, financial aid, and credential analyst, are in regular
communication with each other and the program chair as it relates to effectively
coordinating the program.
Through the advisory council, university supervisors and faculty and on-going
communication with field based teachers, a system of communication and coordination is
1

in place. This structure allows for input and feedback, including placement and progress
of student teachers, credential clarification, and evaluation of the program design.
The design must reflect the full range of service delivery options, including general
education, and the knowledge and skills to meet the needs of students in the specific areas
authorized by the credential.
Embedded field experiences in the full range of delivery options and in all specific areas
authorized by the credential are offered in TESE 536A Field Exploration in Special
Education (in Santa Barbara) and TEP 565 Adaptation Pedagogy (in Los Angeles). In
these respective courses on each campus candidates observe multiple service delivery
options and reflect on the benefits of each for students who qualify for a variety of
disability categories.
In addition, all candidates in Santa Barbara have a field placement for one quarter in a
general education setting, TEP 533 Field Practicum (SB) (LA), and two quarters of
student teaching, TESE 512A/B and 515A/B Student Teaching Mild/Moderate with
Professional Seminar I and II (SB) (LA), in a special education mild/moderate setting. In
Los Angeles, candidates have field experience in TEP 565 Adaptation Pedagogy.
Knowledge and skills to meet the needs of students in the mild to moderate disability
designations are learned in TESE 516 (SB) (LA) and TESE 517 Understanding and
Teaching Students with Mild to Moderate Disabilities I and II (SB) (LA) on both
campuses, and are demonstrated in the student teaching field courses TESE 512A/B and
TESE 515A/B.
The program has an organizational structure that forms a logical sequence between the
instructional components and fieldwork, and that provides for coordination of the
components of the program.
The conceptual framework of the Special Education programs at Antioch University is
consistent with both the spirit and the letter of special education laws. Inherent in
Antioch's program for special education credentialing is Antioch's firm commitment to
social justice and equity. Both the letter of the laws and the spirit of humanity with which
they were conceived (PL 94-142, PL 99-457, IDEA, PL 101-476, IDEA 2004) are a part
of the instructional program.
The concept of special education has changed a great deal over the last two and a half
decades. These changes both in regards to service delivery models and expectations for
students with disabilities have expanded the challenges faced by special educators.
Additionally, research has supported the trend to move away from isolated and
segregated service delivery models to all-inclusive educational environments including
the use of positive and specialized supports. The goals for postsecondary students with
disabilities now stresses inclusion in the mainstream and the fabric of economic life
rather than placement in sheltered workshops that may be inappropriate, demeaning, and
2

lack consideration of human dignity. Antioch University is committed to providing its
special education credential students with opportunities to develop ethical and moral
standards so that they may act as advocates and provide leadership in local schools and
beyond.
Antioch's graduates are models for the value and dignity of students with disabilities
regardless of service delivery model or disability category. In so doing, our graduates are
confident in their knowledge of current research and evidence based practices. Antioch
graduates provide clear and comprehensive understanding of local and federal laws that
support individualized education practices. In acquiring these characteristics, Antioch
students complete a course of study that includes collaboration with local schools,
institutions of higher education, parents, and community agencies. They take several
courses with their Multiple Subject credential candidate counterparts at Antioch, often
working together on collaborative projects or discussing real world student issues as they
arise in the field experiences.
Collaboration between all the stakeholders in the education of students with disabilities
and their successful transition to the community and the workforce is emphasized
throughout the specific education specialist courses in the credentialing program.
The conceptual framework of the credential program to prepare teachers in Special
Education is consistent with the new TPEs for education specialist programs all of which
are embodied in the Antioch Domains of Practice (in Santa Barbara) and the
Developmental Rubric (Los Angeles). The program prepares candidates to meet these
sets of standards, and in some cases, earn both the Education Specialist: Mild/Moderate
credential and the Multiple Subject credential. Field experiences and course curricula
are interwoven throughout all courses in the program. Antioch candidates have field
assignments for all courses starting in the early foundational courses. This fundamental
philosophy is that practice and doing are essential for learning has roots that date as far
back as the mid-1800s with the establishment of Antioch College’s innovative work
study curriculum based on the belief that scholarship and life experience are strengthened
when linked, that diversity in all its manifestations is a fundamental component of
excellence in education, and that authentic social and community engagement is vital for
those who strive to win victories for humanity.
Organizational Structure: Program Design and Curriculum
The Education Specialist: Mild/Moderate credential program is designed with three
primary concepts in mind. These include best practices as described in current literature,
a belief that the spirit of special education laws is intended to provide equity to
individuals with disabilities, and Antioch University's commitment to social justice for all
people regardless of their characteristics. Antioch University's mild/moderate credential
program guides students to participate in sequentially and graduated field and course
experiences. The design of these experiences is purposefully cohesive, with each phase
moving candidates incrementally toward professional competence. Candidates may enter
the program as 1) teachers with a basic multiple or single subject credential, 2) interns
who possess multiple or single subject credentials; 3) interns who have no basic teaching
3

credentials; or 4) traditional candidates with no teaching credentials. Candidates have
multiple points of entry to earn the Education Specialist Mild/Moderate Preliminary
Credential only or both the Education Specialist and the Multiple Subject credentials.
The course sequence for a typical full time candidate without a preliminary credential is
presented below. The Curriculum Chart documents the courses within each of these
pathways.
Preliminary MILD/MODERATE EDUCATION SPECIALIST
Full Time candidate
Course Number Course Title Quarter
for SB
Candidates
Quarter
for LA
Candidates
HDV 458A Language Development and Acquisition 1 1
HDV 455 Child Development and Learning 1 1
TEP 536 Foundations of Social Justice (and lab) 1 1
TESE 536A (SB) or
TEP 565 (LA )
Field Exploration in Special Education (SB) or
Adaptation Pedagogy (LA)
1 2
TEP 601A Social and Legal Dimensions of Special Education 1 1
TEP 537 (SB only) Mediation and Conflict Resolution in Schools 1 2
TESE 601C (SB) or
TESE 601B (LA)
Individualized Education Design and Policy
Implementation
2 1
TESE 536 B Field Exploration in Special Education 2
TESE 538 Comprehensive Behavior Assessment and Positive
Behavior Support
2 3
TEP 505 Reading Instruction in the Elementary School
Classroom
2 3
TEP 533 Field Practicum 2 2
TEP 507 Real World Mathematics 2 2
TESE 509 Assessment in Special Education 3 4
TESE 516 Understanding and Teaching Students with Mild
and Moderate Disabilities I
3 3
TESE 512A/B Student Teaching Mild/Moderate with Professional
Seminar I
3 3
TESE 519A Educational Technology for Universal Design 3 4
TESE 541 Introduction to Autism Spectrum Disorder 2 4
TESE 515A/B Student Teaching Mild/Moderate with Professional
Seminar II
4 4
TESE 518 Family Dynamics and Communication for
Special Education Services
4 4
TESE 517 Understanding and Teaching Students with
Mild and Moderate Disabilities II
4 4
TEP602A (SB) or
TEP 602 (LA)
Advocacy and Activity for Healthy Children 4 3
* Through advisement, candidates who already possess a basic credential or who already have credit for
equivalent courses in the program may be approved for substitutions from specific course requirements in
the program.
4

The program describes a plan that allows for multiple points of entry.
Candidates enter the program in multiple entry points. In Santa Barbara, the traditional
entry is at the beginning of a four-quarter sequence in which candidates begin in a cohort
of candidates earning both the multiple subject and education specialist Mild/Moderate
credential. Candidates who already hold a basic teaching credential begin in the second
quarter, as the first quarter courses consist of more basic foundational coursework. The
one exception is that the exploratory course (TESE 536A Field Exploration in Special
Education) is offered for the traditional entry students in the first quarter. This course is
still taken in the candidates’ first quarter in the program, but for those candidates who
hold the basic teaching credential, the first quarter is in fall rather than summer. At the
Los Angeles campus, candidates in the Multiple Subject credential program may begin in
any quarter; candidates for the Education Specialist credential enter only in summer
quarter and join the cohort of multiple subject credential candidates for courses required
in both programs. The exploratory course in Los Angeles (TEP 565 Adaptation
Pedagogy) is scheduled differently and is not affected by the points of entry as in Santa
Barbara. Traditional Intern candidates must begin in summer, as this is when they take
the required preservice course hours. Interns who already hold a basic teaching
credential are evaluated to determine if they have already met the preservice course
requirement and, therefore, they may begin the program in the fall quarter (if they have
already satisfied the summer quarter course offerings), joining those who have started the
traditional program in the summer.
5

Program Standard 2: Professional, Legal and Ethical Practices
Each program must provide instruction in the philosophy, history and legal
requirements, and ethical practices of special education. This curriculum includes state
and federal mandates, legal requirements for assessment, Individualized Family Service
Program, Individualized Education Program (IEP) development and monitoring,
services, and instruction of students with disabilities. The program provides candidates
information on laws and regulations as they pertain to promoting teacher behavior that
is positive and self-regulatory as well as promoting safe educational environments. The
program provides opportunities for demonstration of ethical standards, of teaching, of
evidence based educational practices in relation to theories, research and regulations
necessary to the provision of services to individuals with disabilities and their families.
Candidates in the Education Specialist: Mild/Moderate Credential Program experience
instruction that includes a complete discussion of current laws and practices pertinent to
special education and their application with individuals with disabilities, parents, general
educators, and community entities. Passage of courses that address legal and ethical
issues in the field provides evidence that candidates possess this knowledge. In addition
they demonstrate knowledge of legal mandates as well as ethical standards and abilities
to use evidence based educational practices in their supervised field placements. Before
completing their course of study candidates in Antioch University’s Education Specialist
program demonstrate their proficiency in the development of Individual Education Plans
and Individual Transition Plans. Furthermore, Antioch candidates are able to articulate
the procedural safeguards and legal protections that apply to individuals with disabilities
and their families and caregivers. Antioch candidates are confident in areas of
assessment (including legal processes for accommodating and modifying standardized
tests), teaching and collaboration.
Each program must provide instruction in the philosophy, history and legal
requirements, and ethical practices of special education. This curriculum includes state
and federal mandates, legal requirements for assessment, Individualized Family Service
Program, Individualized Education Program (IEP) development and monitoring,
services, and instruction of students with disabilities.
In TEP 601A Social and Legal Dimensions of Special Education (SB) (LA), candidates
learn historical and legal perspectives of special education services. In particular, IDEA
2004, and other current state and federal laws and case decisions are presented.
Candidates learn about the IEP process (including IFSP and transition plans), including
the role of teachers (general and special), specialists, administrators, family members,
caregivers, advocates, and community agencies. They become familiar with professional
organizations that support families and individuals with exceptional needs.
TESE 601B Individualized Education Design and Policy Implementation (LA) or TESE
601C Individualized Education Design and Policy Implementation (SB) builds upon the
6

knowledge gained by candidates in TEP 601A. The focus of this course is to learn to
implement special education law, specifically the Individuals with Disabilities Education
Act (IDEA), and its implications for school contexts. Specific topics covered in class and
pertinent to philosophy, history and legal requirements, and ethical practices of special
education include the IEP timeline, writing goals, use of assessment for eligibility and for
goal-writing, case management, IFSP and IEP development, and transition planning.
Students learn how to prepare for and coordinate IEP meetings.
In TESE 509 Assessment in Special Education (SB) (LA) candidates learn the legal
issues and regulations regarding individual assessment of students with special needs,
including assessment biases, legislation related to assessment, ethical protocol for
standardized instrument use, and appropriate reporting to parents. They learn about
current practices of Response to Intervention (RtI). They also become familiar with legal
aspects of accommodations and modifications on statewide assessments in California.
The course syllabus for TESE 509 includes lecture and readings pertaining to the history
of Special Education, and reviewing case law in both state and federal courts shaping the
current legal requirements within Special Education under the Individuals with
Disabilities in Education (IDEA) federal law. Also related to legal implications within
Special Education, candidates learn about the referral process, including providing
interventions, and the legal timeline for completing formal assessments under IDEA.
Students participate in class lecture and discussion related to the California state adoption
and practices which legally guide Special Education practices under the state adoption of
IDEA. Coursework is designed with an emphasis on the legal requirements, including
timelines as well as understanding and demonstrating competence administering
appropriate forms of assessment, both norm-referenced and curriculum based forms of
standardized assessment, as well as using both norm referenced and curriculum based
assessment results to make instructional recommendations based on evidence.
Candidates complete several assignments, including a large scale final project, in which
they need to demonstrate knowledge of evidence based assessment and instruction, and
demonstrate an understanding of how to apply both to their teaching methods and
practices. In addition to an emphasis on legal guidelines governing Special Education
under IDEA, candidates are provided with several hours of in-class instruction on
selecting appropriate assessments from an ethical standpoint. Candidates must
demonstrate an understanding and knowledge base pertaining to ethical considerations of
assessment; namely the use of assessments with current norms, which are valid measures
of assessment for a particular students when taking into consideration a variety of factors
including language proficiency, culture, school attendance, socio-economic factors, and
age. Candidates participate in several activities related to types of disability under IDEA,
and instructed as to choosing assessments with ethical consideration of individual
students’ disabilities, language, race and culture.
In TESE 518 Family Dynamics and Communication for Special Education Services (SB)
(LA) candidates learn about parent-professional partnerships, family systems theory,
impact of exceptionality on family functions, disability service providers and community
support services, and communication with parents as empowered allies. They learn to
advocate for and with parents and families. Candidates examine their cultural
7

responsiveness in working with diverse families. They study the IEP and IFSP process
from the perspective of parent involvement. In TESE 518 Family Dynamics and
Communication for Special Education Services, candidates learn the theory, general
principles and procedures for fostering collaborative partnerships among families and
students, professionals, and other stakeholders that lead to outcomes of individual and
mutual empowerment. In TESE 518 Family Dynamics and Communication for Special
Education Services they learn how to work closely with families, students, colleagues in
general and special education and outside service providers. These topics are supported,
by the Case Study assignment. They understand the connections between assessment
and instruction, and are able to design effective instructional plans to meet student needs.
They learn to write appropriate short and long-term goals and objectives and plan
comprehensive programs to coordinate all aspects of a student’s educational program.
Candidates are reminded of confidentiality and permission issues with respect to
observations and reports on students in special education, and those who are permitted in
their field placements to participate in IEP planning and meetings are encouraged to do
so.
The program provides candidates information on laws and regulations as they
pertain to promoting teacher behavior that is positive and self-regulatory as
well as promoting safe educational environments.
Candidates learn laws and regulation pertaining to student as well as professional
behavior in TESE 538. This course also covers the ethical standards and professional
conduct related to behavior management practice for individuals with disabilities. In
addition, legal requirements, practices and procedures related to Title 5, California Code
of Regulations “Behavioral Interventions for Special Education Students,” is infused
throughout this course and students have a working knowledge of the requirements of
state and federal laws. Candidates develop and apply positive behavior supports in the
classroom, including, participating in at least one functional behavior assessment, and
participating in the planning of emergency procedures for students who represent a threat
to themselves or others. They demonstrate an ability to describe and select appropriate
observational techniques and develop baseline data, select appropriate strategies or
curriculum for social skills, self-help and self-advocacy, and articulate adaptations to
behavioral interventions in consideration of cultural differences. As part of this course
they take a proactive role in developing a social skills curriculum to facilitate students
learning appropriate social behavior in a range of school and non-school settings. They
learn to promote safe educational environments.
The program provides opportunities for demonstration of ethical standards, of teaching,
of evidence based educational practices in relation to theories, research and regulations
necessary to the provision of services to individuals with disabilities and their families.
Candidates demonstrate their knowledge, skills and abilities in their student teaching
placements, TESE 512A/B Student Teaching Mild/Moderate with Professional Seminar I
(SB) (LA) and TESE 512A/B Student Teaching Mild/Moderate with Professional
Seminar II (SB) (LA). As a field based course, candidates are required to integrate their
8

learning from other courses and demonstrate their knowledge, skills, and abilities in all of
the Antioch Domains of Practice (SB)/Developmental Rubric (LA). Both traditional
student teachers and interns demonstrate their practice, including ethical standards,
evidence based educational practices, and the provision of services to student with
disabilities in this culminating field based course. They are observed by both their field
based supervisor and the university supervisor regularly. Observation notes are collected
as evidence of teaching skills and stored in candidate files. Evaluation processes are
conducted at regularly scheduled intervals throughout the field practica to collect data on
level of performance on the Domains/Rubric. Data from these scored evaluations is used
to inform not only the candidate of his or her level of proficiency; data inform the
program in reports and activities throughout the CTC accreditation cycle.
9

Program Standard 3: Educating Diverse Learners
The program provides instruction in understanding and acceptance of differences in
culture, cultural heritage, ethnicity, language, age, religion, social economic status,
gender identity/expression, sexual orientation, and abilities and disabilities of individuals
served. In addition, the program provides knowledge and application of pedagogical
theories, development of academic language and principles/practices for English
language usage leading to comprehensive literacy in English.
Antioch University has a long tradition of social justice mission driven programs and
education. This standard, in particular, addresses one of the strong aspects of any
Antioch education. Specifically, the special education credential program ensures each
candidate is able to demonstrate knowledge, skills and abilities to become proficient in
implementing evidence based and culturally responsive pedagogies necessary in teaching
and engaging all students with or without disabilities.
Antioch candidates in the Mild/Moderate Specialist program address the needs of diverse
learners throughout their course and fieldwork. As it is Antioch's mission to educate
candidates to be advocates for human rights and social justice, each course addresses
some aspect of education and human equity. In particular, the courses described in this
standard include the consideration of culture, ethnicity, gender identity, age, religion,
socioeconomic status, language, abilities and disabilities in the American education
system and in individual classrooms in which the candidates participate in field
experiences.
The program provides instruction in understanding and acceptance of differences in
culture, cultural heritage, ethnicity, language, age, religion, social economic status,
gender identity/expression, sexual orientation, and abilities and disabilities of individuals
served.
In TEP 536 Foundations of Social Justice Education (SB) (LA) Antioch candidates are
exposed to the early historical and social conditions that have shaped the current K-12
curriculum and environment. Course readings and class discussions focus on the current
and historical mission of public education with considerable focus on access to the
system. Laws and court cases that have limited or expanded access to public education
are also discussed. Contemporary authors such as Sonia Nieto along with Paulo Freire,
Maria Montessori and John Dewey are introduced as candidates learn the foundations of
American education. Antioch candidates are also exposed to influential philosophical
constructs (Progressive, Essentialist, Romantic, Social Constructivist) and how those
constructs may have impacted the practices of assessment, curriculum development, and
instruction. Most relevant to the Ed Specialist candidates, the course provides a
background for understanding the present laws related to the inclusion of children with
special needs in public schools. Additionally, Antioch candidates learn about current
10

equity issues in local, state and national schools. Propositions related to inclusion or
exclusion of minority populations (CA Propositions 8 and 229, and the Dream Act for
example) or by the introduction of current events, such as the killing of a local gay
student, relevant to appreciation of diversity are also discussed. National initiatives such
as No child Left Behind, and Race to the Top are researched and discussed in class.
During TEP 601A Social and Legal Dimensions of Special Education (SB) (LA),
candidates learn to recognize the differences and similarities of exceptional and non-
exceptional students and are able to discuss interpersonal relationships and human
relationships problems and issues with students and parents. Additionally candidates are
able to evaluate the concept of least restrictive environment (LRE) and its implications
for the instructional process. Pertinent to this standard, they learn about issues of civil
rights that provide the foundations of many special education laws, the research that
supported those practices, and the current issues of overrepresentation of minority
students in special education programs, specifically in more restrictive environments.
TESE 509 Assessment in Special Education (SB) (LA) addresses issues of diversity
related to appropriateness of standardized, formal, and informal assessment instruments
and practices on students from varying language and cultural backgrounds. Candidates
are asked to review commercially available assessment instruments for bias factors, and
must consider students’ backgrounds in designing and interpreting assessment plans and
data.
The weekly seminars in TESE 512A/B Student Teaching Mild/Moderate with
Professional Seminar I (SB) (LA) and TESE 515A/B Student Teaching Mild/Moderate
with Professional Seminar II (SB) (LA) allow candidates to examine a variety of issues
and situations that arise in the field. Issues of diversity are typically discussed as they
emerge.
Candidates take TESE 518 Family Dynamics and Communication for Special Education
Services (SB) (LA) which addresses a wide variety of diverse family structures in
addition to understanding how culture, language, religion, and sexual orientation affect
family dynamics for student learning, behavior and social acceptance. Candidates learn
to communicate and work with families with different compositions and practices. They
understand when interpreters or translators are required for communication as well as
how to mediate differences among family members.
Antioch University has an approved Multiple Subject program which meets the CTC
standard on diverse learners and language, including some of the aforementioned
coursework. Coursework, observation, and student teaching experiences all address and
satisfy the requirements of learning about educating students with disabilities and their
families who represent a diverse local population.
In addition, the program provides knowledge and application of pedagogical theories,
development of academic language and principles/practices for English language usage
leading to comprehensive literacy in English.
11

In HDV 458A Language Development and Acquisition (SB) (LA) students learn and
discuss the acquisition of language and its pragmatic use in communicating with a
diverse array of people. In this course, emphasis is placed on effective interpersonal
communication skills and the critical social justice issues that pertain to effective
communication. Additionally Antioch candidates enrolled in this course are exposed to
relevant federal and state laws governing the teaching of second language learners. They
learn about language testing, SDAIE strategies, and how to teach English Language
Development.
In TEP 505 Reading in the Elementary Classroom, (SB) (LA) candidates learn
fundamental methods of literacy assessment and instruction. Practices that are relevant
for English Learners are addressed more explicitly in TESE 516 Understanding and
Teaching Students with Mild/Moderate Disabilities I, but the foundation for those
evidence based practices are established in the initial reading methods course in which
candidates learn fundamentals of teaching reading.
In the special education methods course, TESE 516 Understanding and Teaching
Students with Mild/Moderate Disabilities I, (SB) (LA) candidates learn to address
English Learners in their teaching. They prepare to teach exceptional learners using
research based approaches, and to adapt instruction to teach English learners language
and other content areas.
12

Program Standard 4: Effective Communication and Collaborative Partnerships
The program provides instruction in communicating effectively with (1) individuals with
disabilities and their parents, and primary caregivers, (2) general/special education
teachers, and co-teachers, related service personnel, and administrators, (3) trans-
disciplinary teams including but not limited to multi-tiered intervention, Section 504,
IEP/IFSP/ITP. The program provides opportunities for the candidate to establish and
work in partnerships to design, implement, and evaluate appropriate, integrated services
based on individual student needs. The program informs candidates of the importance of
communicating effectively with the business community, public and non-public agencies,
to provide the cohesive delivery of services, and bridge transitional stages across the life
span for all learners.
Interpersonal communication is a priority for all Antioch educators, and the program
supports coursework and field based experiences that engage candidates in opportunities
to communicate with a variety of stakeholders in writing and in person. Instruction is
specifically provided in conflict resolution, collaboration strategies, and group
communication. Opportunities for practice in the field are both planned and spontaneous.
In HDV 455 Child Development and Learning (SB) (LA), candidates learn about typical
and atypical development across the lifespan and child and adolescent development,
including the needs for transitions from each stage of development to the next.
During TEP 601A Social and Legal Dimensions of Special Education (SB) (LA),
candidates learn about the IEP and student study team processes. They participate in
mock IEPs, evaluating the roles of all related service personnel and parents who serve on
these teams. They understand the role of the family with regard to these legal
requirements as well as understanding the parent perspectives of education for children
with disabilities. Candidates learn about designing appropriate lifespan plans for students
through this IEP and transition planning process. Candidates also are presented with
information about RtI as part of the process potentially leading to transition to the special
education process.
In TESE 601B (LA) and TESE 601C (SB) Individualized Education Design and Policy
Implementation, candidates are presented with an overview of the various types of
individual plans for students with disabilities including the IEP, ITP and IFSP.
Designated Instructional Services are introduced in this course. They learn about the
collaborative nature of team decision making.
In TEP 537 Mediation and Conflict Resolution in Schools (SB) (LA) Antioch candidates
learn basic conflict resolution, communication and counseling skills. They also learn
how to apply the skills when working within a diverse population. Students demonstrate
that they are aware of their own character, attitudes and biases and how these may affect
communication. Students have the opportunity to apply their conflict resolution skills in
13

the environments in which they work and are able to reflect on the effectiveness of their
practice.
In TEP 533 Field Practicum (SB) (LA), candidates are introduced to diverse general
education classroom settings in order to gain a better understanding of teacher and
student communication styles and how to work as a team. These experiences broaden
their understanding of teaching and provide a basis for their role as special educators,
collaborators, and colleagues.
In TESE 512A Student Teaching Mild/Moderate with Professional Seminar I (SB) (LA)
and 515A Student Teaching Mild/Moderate with Professional Seminar II (SB) (LA),
candidates begin to work directly with their cooperating teachers to develop the
collaborative and communication skills necessary to become successful teachers.
University supervisors and cooperating teachers (or field based supervisors) provide
feedback as needed to ensure success of the candidates, especially as it relates to their
ability to collaborate with general education teachers and other related services, such as
regional centers, departments of mental health or the department of rehabilitation.
Candidates demonstrate their abilities to work with school personnel and with families in
the school community in support of student needs. Candidates demonstrate their abilities
to work with paraprofessionals, peer tutors, volunteers, and families during their student
teaching.
As a requirement of the student teaching courses, they must participate in at least one IEP
meeting, demonstrating their abilities not only to prepare goals and objectives for
students, but to collaborate and communicate with families and caregivers and other
professionals (including those from outside service agencies). If appropriate they work
with interpreters/translators to enhance communication with families. One assignment
for TESE 515A (SB) (LA) is a collaboration project in which they must communicate
and collaborate with general education teachers to support their students in accessing the
core curriculum.
(LA) candidates are provided with theory, general principles, and procedures for
fostering collaborative partnerships among families, professionals, students, and other
stakeholders that lead to outcomes of individual and mutual empowerment. In-class
activities, discussions, course readings, and assignments are used to facilitate candidate
understanding of research, recommended practices, and family perspectives concerning
family-professional partnerships. In addition, the interaction of culture and disability are
also be explored. Frameworks for addressing problems or conflicts that often arise
between service providers and clients from different cultures are discussed.
In TESE 517 Understanding and Teaching Students with Mild and Moderate Disabilities
(SB) (LA) candidates learn about independent living related development stages
(preschool, elementary, middle school, high school), and types of transitions (grade to
grade; school to school; school to community; school to employment or postsecondary
education). They learn about the following transition program components:
14

Individualized planning; vocational assessment, counseling, and training; academic
remediation; counseling in advocacy training and social skills; formation of support
systems (vocational educators); systemic job-seeking curriculum; functional tasks across
the curriculum; skill oriented instruction; and content oriented instruction.
15

Program Standard 5: Assessment of Students
The program provides opportunities for candidates to acquire the knowledge and skills
necessary to assess students in a comprehensive manner within the breadth of the
credential authorization. Each candidate understands and uses multiple sources of
information in order to participate in progress monitoring and in decision-making
regarding eligibility and services. The program provides candidates with the knowledge
and skills to assess students from diverse backgrounds and varying language,
communication, and cognitive abilities. The program provides opportunities for using
both formal and informal assessments to evaluate students' needs and strengths for the
purpose of making accommodations, modifications, instructional decisions and ongoing
program improvements. The program provides the opportunities for each candidate to
demonstrate the knowledge of required statewide assessments and local, state and federal
accountability systems.
All Antioch candidates enrolled in the mild to moderate credential program experience
repeated exposure to the principles and strategies relevant to assessment, curriculum and
instruction. Exposure to these vital topics occurs frequently during coursework as well as
during fieldwork. Candidates’ abilities to demonstrate competencies relevant to
assessment, curriculum, and instruction are documented both by relevant coursework and
by evaluations conducted in fieldwork sites.
The program provides opportunities for candidates to acquire the knowledge and skills
necessary to assess students in a comprehensive manner within the breadth of the
credential authorization. Each candidate understands and uses multiple sources of
information in order to participate in progress monitoring and in decision-making
regarding eligibility and services.
Early in the program, candidates learn observation strategies as their first assessment
opportunity. Observation is taught in HDV 455 Child and Adolescent Development (SB)
(LA) in which candidates observe individuals as different ages.
Candidates complete a Descriptive Review or Case Study of a student in which they
collect data using ethnographic methods, in multiple settings. Particular focus for the
Descriptive Review/Case Study are six dimensions of student development including
language and literacy (expressive and receptive), social interaction, academic
achievement and formal learning. Structured observation with data collection is an
essential aspect of this assignment. The Descriptive Review, and the Case Study (in
TESE 601B/C) with the particular focus on a child with special needs introduces and
develops the candidate’s observation skills, and the ability to make inferences from data.
In TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA) all
candidates learn multiple forms of reading assessment. They complete a multi-faceted
assessment of reading abilities on an individual student in their placement. This initial
assessment experience teaches candidates how to plan and adapt instruction based on
16

individual assessment data. They also learn to give a variety of reading assessments and
surveys to determine student skills.
In TEP 507 Real World Mathematics (SB) (LA) candidates learn to analyze errors and
error patterns in students’ math work. A theoretical frame is generated where candidates
can determine whether an error is made because of a technical or careless mistake or
whether the error is made because of lack of conceptual understanding. In this class,
candidates also perform Piagetian protocols on individual students to help identify their
level of development with respect to skills pertinent to mathematical thinking.
In TESE 601B Individualized Education Design and Policy Implementation (LA) or
TESE 601C Individualized Education Design and Policy Implementation (SB) candidates
learn how to write specific goals and objectives based on assessment. TESE 601B/C also
provides units of instruction on Testing, CMA, IEP Based Accommodations vs
Modifications and Alternate Assessments; CAPA. Candidates understand how teacher
made criterion referenced assessment tools can be used to provide evidence of student
achievement on IEP goals; this content is supported by additional instruction in TESE
509 Assessment in Special Education.
In TESE 509 Assessment in Special Education (SB) (LA), candidates learn to make
appropriate educational decisions on the basis of a variety of non-biased standardized and
non-standardized techniques, instruments and processes that are functional, curriculum-
referenced, and appropriate to the diverse needs of individual students. Candidates utilize
these approaches to assess the developmental, academic, social/behavior performance-
based, social, communication, vocational and community life skill needs of students, and
the outcomes of instruction. Each candidate demonstrates knowledge and skills related to
using and communicating the results of a variety of individualized assessment and
evaluation approaches appropriate for students with mild/moderate disabilities. They
have multiple opportunities to learn and practice informal and formal assessment
strategies, and a culminating assignment in which they complete a full assessment of a
student with a mild/moderate disability. This assignment includes collaborating with
teachers (both general and specialist personnel), administering, scoring, and interpreting
formal assessment instruments, modifying existing assessment tools to accommodate
language needs, determining current level of functioning, discussing the results with the
family, and making evidence based determinations about instruction based on the
assessment. Candidates also learn vocational/transitional assessment techniques,
including choosing appropriate tools and adapting for cultural and family differences.
These include informal procedures as well as interest and aptitude instruments. Course
requirements for candidates to earn credit include a final research project or case study, in
which candidates must implement the assessment process from start to finish, and include
various assessment methods in their results. Assessment methods include student
ecological assessments and observations, review of the student’s cumulative educational
records with an emphasis on background information, and longitudinal progress the
student’s records indicate based on report cards and test scores present in the file,
administration of curriculum based measures, with progress monitoring and reporting of
results, and administration of a standardized academic achievement test. Candidates
17

demonstrate the knowledge and application of comparing and contrasting various
methods of assessment, and demonstrating a knowledge of how the assessments chosen
may guide instructional recommendations using evidence based practices.
The program provides candidates with the knowledge and skills to assess students from
diverse backgrounds and varying language, communication, and cognitive abilities.
As described above, the program provides candidates with knowledge and skills to assess
students. Specific to students from diverse backgrounds, candidates also learn to assess
students with varying English language and communication skills in HDV 458. They
understand the statewide testing of students whose first language is other than English.
In TESE 509 they learn about cultural bias and ways to assess students and interpret
assessment results for students from backgrounds other than the majority culture and
language.
In TESE 538 Comprehensive Behavior Assessment and Positive Behavior Support (SB)
(LA), candidates develop and apply positive behavior supports in the classroom,
including, participating in at least one functional behavior assessment. They demonstrate
an ability to describe and select appropriate observational techniques and develop
baseline data.
The program provides opportunities for using both formal and informal assessments to
evaluate students' needs and strengths for the purpose of making accommodations,
modifications, instructional decisions and ongoing program improvements.
In TESE 516 Understanding and Teaching Students with Mild to Moderate Disabilities I
(SB) (LA) candidates learn to make instructional decisions based on assessment
information. In collaboration with TESE 509 candidates complete a progress monitoring
learning segment in which they use Curriculum Based Measures to monitor student
progress. Candidates use ongoing progress monitoring data to evaluate the
appropriateness of current instruction, to identify adjustments to instruction, and to
determine further instruction needed. Teacher candidates develop and implement an
instructional learning sequence based on instructional decisions made from the progress
monitoring learning segment. Candidates must explain their rationale for instruction and
how the progress monitoring data supported their decisions.
In TESE 517 Understanding and Teaching Students with Mild to Moderate Disabilities II
(SB) (LA) candidates have an assignment to create a unit of instruction. One of the
requirements within the unit includes three elements for differentiation: pre-assessment,
ongoing assessment, and post assessment. Candidates must explain why they chose the
specific assessments and differentiated aspects, and discuss how they will interpret
results.
The program provides the opportunities for each candidate to demonstrate the knowledge
of required statewide assessments and local, state and federal accountability systems.
18

In TEP 509 -With regard to NCLB & IDEA candidates are taught the requirements for
statewide testing, including accommodations and modifications for students with
disabilities. Considerations in assessing diverse exceptional learners are presented, such
as disproportionate representation of culturally and linguistically diverse students in
special education and alternative methods of assessment.
In TESE 515A/B, candidates participate in statewide standardized test proctoring. In the
seminar course associated with the student teaching for TESE 512A/B Student Teaching
and Professional Seminar I (SB) (LA) and TESE 515A/B Student Teaching and
Professional Seminar II (SB) (LA), specific seminar topics address the CST, CMA,
CAPA and CASHEE. Candidates typically are provided information on statewide
assessment processes and the accommodation and modifications allowable as well as the
procedures for deciding on those accommodations and modifications and the connection
to the IEP process.
19

Program Standard 6: Using Educational and Assistive Technology
The program provides opportunities for candidates to acquire the ability to use
computer-based technology to facilitate the teaching and learning process. Each
candidate demonstrates knowledge and understanding of the appropriate use of
computer-based technology for information collection, analysis and management in the
instructional setting. Candidates demonstrate knowledge of assistive technology
including low and high equipment and materials to facilitate communication, curriculum
access, and skill development of students with disabilities.
Technology is used in the teacher education program as a communication tool, with all
candidates developing or demonstrating abilities to use appropriate computer-based
communication and teaching skills. In addition, specific instruction in educational and
assistive technology skills are learned and practiced in the particular courses cited below.
The program provides opportunities for candidates to acquire the ability to use
computer-based technology to facilitate the teaching and learning process. Each
candidate demonstrates knowledge and understanding of the appropriate use of
computer-based technology for information collection, analysis and management in the
instructional setting.
The purpose of TEP 519A Educational Technology for Universal Design (Santa Barbara)
or TEP 519 Educational Technology (Los Angeles) is to empower credential candidates
to develop skills, and gain knowledge enabling them to use technology as a teaching and
learning tool in today's schools. Issues surrounding technology in the classroom are
discussed, including the Digital Divide, gender and equity issues, safe Internet use, social
networking, and the effectiveness of technology as an educational tool. Strategies are
developed to integrate educational technology to support curricular standards. Special
attention is given to universal design as technology becomes a powerful way to address
accessibility. Candidates also learn cutting edge hardware and software use as it pertains
to effectiveness in teaching and learning. Assistive technology in which candidates learn
high and low tech assistive hard and soft ware technological accommodations is
presented in this course.
In TESE 601B Individual Educational Planning and Policy Implementation (LA) and
TESE 601C Individual Educational Planning and Policy Implementation (SB) candidates
learn to write IEPs, learn about the various computer data systems used in local districts.
Candidates become familiar with the forms and processes necessary to complete and
secure student electronic IEP records.
TESE 517 Understanding and Teaching Students with Mild and Moderate Disabilities II
(SB) (LA) focuses on meeting the needs of students with mild and moderate disabilities,
through effective teaching methodologies, instructional strategies, interventions, and
accommodations. Content areas include research based practices, observable phenomena
and ways to manage them, ecological assessment and considerations, planning and
20

organizing instruction, and integration of technology, including assistive technology.
Emphasis is on adapting instructional techniques and materials for learners with diverse
needs and backgrounds to enhance development in areas of written expression, spelling,
social studies, science, art, study skills, and transition related skills. They write
curriculum, adapt curriculum and instruction, plan lessons in content areas as well as for
transition, and identify instructional uses for computer software and hardware across
settings in special education. Universal design is a strong philosophical guiding force
throughout this course.
Candidates demonstrate knowledge of assistive technology including low and high
equipment and materials to facilitate communication, curriculum access, and skill
development of students with disabilities.
Assignments in the courses mentioned above provide evidence of candidate
demonstration of knowledge with regard to assistive technology including low and high
technological equipment. In addition, candidates demonstrate use of such technologies
with regard to communication and curriculum and instruction in their field placements for
TESE 512A/B Student Teaching and Professional Seminar I (SB) (LA) and TESE
515A/B Student Teaching and Professional Seminars II (SB) (LA). Field based and
university supervisors observe candidates’ demonstrated use in the field. In addition,
technology use specific to students with mild/moderate disabilities is a required aspect of
the lesson plans submitted for the unit requirement and/or the case study assignment in
the same course.
21

Program Standard 7: Transition and Transitional Planning
The program provides opportunities for candidates to plan, implement, and evaluate
transitional life experiences for students with disabilities across the lifespan. Each
candidate collaborates with personnel from other educational and community agencies to
plan for successful transitions by students. Each candidate demonstrates the knowledge
and ability to teach students appropriate self-determination and expression skills.
In addition to the first hand experiences candidates have in their classroom placements,
the opportunities for candidates to plan, implement and evaluate transitional life
experiences across the lifespan are incorporated in the topics and assignments in their
coursework taken concurrent with student teaching field placements. Details of the
planned experiences are found in the following descriptions of courses and the
corresponding syllabi. While some candidates are placed in the elementary grades,
understanding their responsibility to create transition plans is an important function of
those who hold this credential, and all candidates plan and implement appropriate
transition experiences for their students.
The program provides opportunities for candidates to plan, implement, and evaluate
transitional life experiences for students with disabilities across the lifespan.
In TESE 517 Understanding and Teaching Students with Mild/Moderate Disabilities II
(SB) (LA), candidates address assessment for vocational and community life skill needs
of students as they prepare transition plans. They also write units of study that include
assessment for individual lessons (task analysis, process monitoring, and final assessment
of skills). In this course, candidates learn about teaching self-advocacy, and they create a
transition plans as one of their assignments. Transition is one of the main topics for the
course. Through lecture and readings, candidates learn about issues related to transition
as well as how to effectively teach transition goals. As appropriate for the students in
their field placement, they create and implement instructional plans relevant for
transitional life experiences.
In TESE 601B/C Individualized Education Design and Policy Implementation (SB) (LA),
candidates begin their journey into the implementation of legal practices in special
education. In this course they learn how to prepare for and coordinate IEP meetings,
including working closely with families, students, colleagues in regular and special
education, and outside service providers. They learn about individual transition plans
(ITP). As part of learning all legal aspects of IEP planning and development, candidates
are taught legally mandates transition requirements and protocols as well as the purpose
of student centered transition planning.
22

Each candidate collaborates with personnel from other educational and community
agencies to plan for successful transitions by students.
In TESE 512A/B Student Teaching Mild/Moderate with Professional Seminar I (SB)
(LA), and TESE 515A/B Student Teaching Mild/Moderate with Professional Seminar II
(SB) (LA), candidates begin to work directly with their field based supervisors to develop
the collaborative and communication skills necessary to become successful teachers.
University and field based supervisors provide feedback as needed to ensure success of
the candidates, especially as it relates to their ability to collaborate with general education
teachers, families, and other related service providers, including those in appropriate
community agencies. Candidates demonstrate their ability to work with school personnel
and with families in the school community in support of student needs, including the
assessment process. Candidates are evaluated on their ability to work with
paraprofessionals, peer tutors, families, and volunteers during their student teaching.
Antioch candidates participate in transition goal setting for students in their student
teaching placements, whether from elementary to middle school/junior high, to high
school, or for students transitioning to adult post-secondary environments.
In the seminar part of this student teaching sequence, candidates learn about, though field
trips or guest speakers, various community agencies that provide services to students in
the transition process. Representatives from Department of Rehabilitation, Regional
Center, Association for Retarded Citizens, and the local community college Disabled
Students Programs and Services office are all involved in presenting their services to
Antioch’s credential candidates.
(LA), candidates learn to communicate regarding development and coordination of
educational support services to assist parents and families in academic as well as
transition planning and programming. As part of a home school collaboration
project/case study they are required to review the assessment data from a variety of
assessment procedures and prepare to communicate the results and implications to
parents. A major topic for family communication centers on future goals for students,
including deliberate conversations about transition. Candidates establish relationships
with a variety of educational and community personnel.
Each candidate demonstrates the knowledge and ability to teach students appropriate
self-determination and expression skills.
Through coursework in TESE 517 Understanding and Teaching Students with
Mild/Moderate Disabilities II (SB) (LA), TESE 509 Assessment in Special Education
(SB) (LA), and fieldwork in TESE 515A/B Student Teaching Mild/Moderate with
Professional Seminar II (SB) (LA), candidates demonstrate their ability to administer
standardized and informal assessment instruments for transition planning, including self-
determination and expression skills.
23

Program Standard 8: Participating in ISFP/IEPs and Post-Secondary Transition
Planning
The program provides candidates opportunities to demonstrate the ability to participate
effectively as a team member and/or case manager for the IFSP/IEP/transition planning
process, from pre-referral interventions and requisite assessment processes, through
planning specially-designed instruction to support access to the core curriculum,
developing appropriate IFSP/IEP/transition planning goals based on standards and
following all legal requirements of the IFSP/IEP/transition planning process.
The content and practice associated with this program standard is developmentally
presented and practiced throughout the program. Ideally, candidates practice all aspects
of the special education process in their placements. Due, however, to the confidentiality
of the mandated proceedings, often opportunities to demonstrate skills in case
management and team participation need to be provided through carefully designed case
studies, mock meetings, and class assignments.
Candidates begin learning about the pre-referral through IEP process in their first quarter
in TEP 601A Social and Legal Dimensions of Special Education (SB) (LA). Their text
and lectures give them an overview of the process which is reinforced through
assignments to observe Pre-referral Intervention Team or IEP meetings (when possible),
and culminating in a simulated IEP meeting in which all candidates role play a
demonstration IEP meeting based on fictional case study students. (The IEP simulation
activity is conducted in TESE 601B Individualized Education Design and Policy
Implementation in Los Angeles) Candidates complete assignments that allow them to
demonstrate understanding of the full IEP process from pre-referral through assessment,
IEP meetings, and the implementation process for the student in their case study.
In TESE 601B/C Individualized Education Design and Policy Implementation (SB) (LA),
candidates continue to practice IEP meeting management as well as writing the
individualized plans (IEP, EFSP, ITPs). There is another IEP assignment that includes
transition planning and IFSPs in the families’ course, TESE 518 Family Dynamics and
Communication for Special Education Services (SB) (LA).
It is in the seminar for the student teaching courses, TESE 512A/B Student Teaching and
Professional Seminar I (SB) (LA) and TESE 515A/B Student Teaching and Professional
Seminar II (SB) (LA), that candidates are expected to participate in their own
IEPs/transition plans with their cooperating teachers, if allowed (or as interns). The
seminar course allows dialog and reflection about their experiences in these meetings.
RtI as a pre-referral intervention is presented in TEP 601A Social and Legal Dimensions
of Special Education (SB) (LA). It is revisited in TESE 601B/C Individualized
Education Design and Policy Implementation (SB) (LA). Pre-referral intervention and
assessment is presented again as part of the assessment course as related to assessment
data and decision making. RtI is also a topic for the seminar courses, TESE 512A/B
24

Student Teaching and Professional Seminar I (SB) (LA) and TESE 515A/B Student
Teaching and Professional Seminar II (SB) (LA).
In TESE 516 Understanding and Teaching Students with Mild/Moderate Disabilities I
(SB) (LA) and TESE 517 Understanding and Teaching Students with Mild/Moderate
Disabilities II (SB) (LA), instruction focuses specifically on specially-designed
instruction to support access to the core curriculum. Candidates learn to write the
objectives that support the core curriculum, including state standards based goals that
allow students to access the California Modified Assessment (CMA) for students whose
IEPs require it. Specifically, TESE 516 Understanding and Teaching Students with Mild
and Moderate Disabilities I (SB) (LA) focuses on meeting the needs of students with mild
and moderate disabilities, through effective teaching methodologies, instructional
strategies, interventions, and accommodations. Content areas include research based
practices, ecological assessment and considerations, planning and organizing instruction,
and integrating technology. Emphasis is on adapting instructional techniques and
materials for learners with diverse needs and backgrounds to enhance development in
areas of reading, literacy, mathematics, and metacognition. Candidates learn planning
and organizing instruction, setting up the classroom, instructional grouping arrangements
specific to learners with mild/moderate disabilities. Candidates write lesson plans for
students of diverse backgrounds, including how the instruction will meet assessed needs
as stated in individual IEPs, and assessment of learning. They address how to
accommodate learners through differentiated instruction and the use of technology for
learning. Instruction is delivered in field placements and observed by university
supervisors (TESE 512A/B and TESE 515A/B Student Teaching Mild/Moderate
Disabilities and Professional Seminar I and II).
All legal aspects of the processes addressed in the IEP process related to this program
standard are reinforced in student teaching seminars, TESE 512A/B Student Teaching
and Professional Seminar I (SB) (LA) and TESE 515A/B Student Teaching and
Professional Seminar II (SB) (LA). Prior to the student teaching placement, candidates
learn about the IFSP, IEP and transition planning, writing goals and objectives,
addressing standards and core curriculum, and appropriate strategies. The student
teaching experience and seminar are the culminating experiences that allow candidates to
practice and develop the skills that have been taught in the former courses in the program.
They are evaluated on their abilities with respect to the IEP process (including pre-
referral through instruction and evaluation) by university supervisors, field based
supervisors. The Domains of Practice (SB) and Developmental Rubric (LA) address
these processes of special education and are used to assess each candidate in these
abilities.
25

Program Standard 9: Preparation to Teach Reading/Language Arts
The preparation program provides substantive, research-based instruction that
effectively prepares each candidate to teach reading/language arts. Candidates in the
other education specialist credential programs will be prepared to deliver a
comprehensive program of systematic instruction in reading, writing, listening, and
speaking aligned to the state adopted English Language Arts Content Standards and the
Reading/Language Arts Framework. The program provides candidates with systematic,
explicit instruction to meet the needs of the full range of learners (including struggling
readers, students with special needs, English language learners, speakers of non-
standard English, students who have no communication/language system, and advanced
learners) who have varied reading levels and language backgrounds. The preparation
program provides each candidate with experience in a classroom where reading is
taught.
Antioch University’s Education Specialist Program does not include the Early Childhood
Special Education credential. This response only addresses this reading and language
arts teaching standard for K-12 credential candidates in special education. The chart
below addresses each of the specific aspects of this Standard 9 and the aligned
Reading/Language Arts Content Standards and Framework. This response is comparable
to the Preparation to Teach Reading/Language Arts standard for Antioch’s CTC
Accredited Multiple Subjects Program on both campuses.
Reading Writing Listening and
Speaking
Instruct-
ional
Planning/
Objectives/
Design
Strategic selection and sequencing of curricula to be taught as outlined in
the Reading/ Language Arts Framework (2007) with opportunities for
application using State Board of Education (SBE)-adopted core
instructional materials for both instruction and intervention during
fieldwork experience.
Features of instructional design include what to teach and when to
introduce skills and concepts, how to select examples, how to integrate
standards, and how to teach for transference and generalization of skills.
Speaking
Instruct-
ional
Delivery
1. Demonstrate
knowledge of reading
content as described in
the RICA Content
Specifications and grade
level standards as
outlined in the
Reading/Language Arts
Framework (2007).
Demonstrate knowledge
of components of
effective instructional
delivery in writing as
described in the
Framework (2007). For
example:
The systematic
Demonstrate
knowledge of
components of effective
instructional delivery
in listening and
speaking as described
in the
26

Speaking
These strands include:
word analysis
fluency
vocabulary, academic
language, and
background
knowledge
reading
comprehension
literary response and
analysis
2. Demonstrate
knowledge of components
of effective instructional
delivery in reading as
described in the CA
example:
orientation (e.g.,
engagement, teacher
demonstration)
presentation (e.g.,
explicit instruction,
modeling, pacing)
structured practice
(e.g., reinforcement,
questioning, feedback)
guided practice (e.g.,
questioning, feedback,
corrections, peer-
mediated instruction)
independent practice
and application
independent practice
(e.g. opportunities for
students to show level
of mastery)
progression of
instruction and
application of
foundational writing
strategies,
applications, and
conventions
Writing strategies that
include teaching
organization and
focus, penmanship
(where applicable),
research, technology,
evaluation and
revision
Writing applications
according to genres
(grade-level
appropriate) and their
characteristics
Writing conventions
appropriate to grade
level standards (i.e.
sentence structure,
grammar, punctuation,
capitalization and
spelling).
example:
The systematic
progression of
instruction and
application to
develop listening
and speaking
strategies and
speaking
applications that
parallel and
reinforce instruction
in reading and
writing.
Listening and
speaking strategies
that include listening
comprehension,
organization and
delivery of oral
communication,
analysis and
evaluation of oral
and media
communication
(grade-level
appropriate).
Speaking
Assessment Candidates must understand that assessment and
instruction are linked within any curriculum.
Therefore, candidates must demonstrate
knowledge and ability to utilize multiple
Candidates must
understand that
assessment and
instruction are linked
27

Speaking
monitoring measures within the three basic types
of assessments to determine students’ progress
towards state adopted content standards, as
referenced in Chapter Six of the Reading
Language Arts Framework (2007).
within any curriculum.
Therefore, candidates
must demonstrate
knowledge and ability
to utilize ongoing
assessments, both
formal and informal to
determine students’
progress towards state
adopted content
standards. Candidates
need to be able to
analyze and interpret
results to plan effective
and differentiated
instruction and
interventions.
Speaking
Universal
Access/
Differ-
entiated
Instruction
Demonstrate knowledge of how to organize and manage differentiated reading
instruction and interventions to meet the needs of the full range of learners. For
example:
using all components of California SBE-adopted core instructional materials
to make grade-level content accessible to all students
recognizing that students should be grouped for interventions according to
the severity of their difficulties (i.e., benchmark, strategic, and intensive
groups)
For Special Education students this could include remediation,
accommodations, and modifications.
using flexible grouping, individualized instruction, and whole-class
instruction as needed
using selections listed in Recommended Literature, Pre-Kindergarten
Through Grade Twelve
Antioch’s Education Specialist Mild/Moderate Credentialing Program emphasizes the
promotion of literacy in all methods courses. Candidates are expected to integrate
language arts instruction into other content areas and ultimately into their lesson plans in
their field placements. More relevant are TEP 533 Field Practicum (SB) (LA), and TESE
512A Student Teaching with Professional Seminars I (SB) (LA) and TESE 515A Student
Teaching with Professional Seminars II (SB) (LA), all three of which support candidates’
developing language arts instruction. Most significantly, one full course is dedicated
exclusively to the development of language arts instruction––TEP 505 Reading
Instruction in Elementary School Classrooms (SB) (LA); a specialized methods course
28

for special education, TESE 516 Understanding and Teaching Students with Mild to
Moderate Disabilities I (SB) (LA) follows the reading course and addresses language
arts/ reading instruction in special education. The table below provides a quick reference
to the courses’ contents and the necessary components of Standard 9 (Table 1). Following
the table are course descriptions for these two designated reading courses.
Table 1: Standard 9 Elements in the Program Curriculum
TEP/TESE Courses
5
1
2
5
1
5
5
3
3
5
0
5
5
1
6
Standard 9
x x x x x Instructional Planning/Objectives/Design
x x x x x Instructional Delivery
x x x x x Assessment
x x x x x Universal Access/Differentiated Instruction
*Course Descriptions and Course Learning Objectives for the two primary courses
addressed in Standard 9. Other courses that address this standard are found in the
appendix.
TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA)
Course description:
This course is designed to provide credential candidates with the knowledge and skills
necessary to provide comprehensive reading instruction in integrated and inclusive K-8
classrooms. The primary goal of the course is learning how to provide access for ALL
students to the core language arts curricula and ensuring that they are able to meet the
California Language Arts Standards. Particular attention is given to the development of
comprehensive literacy instruction for English learners and the methods and strategies
that are responsive to their assessed levels of English proficiency. Candidates examine
current research, analyze recognized reading practices and develop “ways of thinking”
about the teaching and learning of language arts. They will utilize a variety of informal
and formal assessments to determine student progress and strategically plan instruction.
They will design, teach, and evaluate lessons that provide explicit word identification and
comprehension instruction.
Course Learning Objectives: Credential Candidates will:
Select and utilize a variety of assessment instruments to determine a student’s
disposition towards literacy and his/her strengths and needs in relationship to oral
language, reading and writing.
Plan and organize appropriate language arts instruction based on assessment.
Plan and organize systematic instruction for word identification.
Develop skills for teaching reading comprehension and promoting independent
reading.
Understand and apply phonological and other linguistic processes related to
reading.
TESE 516 Understanding and Teaching Students with Mild and Moderate Disabilities I
(SB) (LA) focuses on meeting the needs of students with mild to moderate disabilities,
through effective teaching methodologies, instructional strategies, interventions, and
29

accommodations. Content areas include research based practices, observable phenomena
and ways to manage them, ecological assessment and considerations, planning and
organizing instruction, and integrating technology. Emphasis is on adapting instructional
techniques and materials for learners with diverse needs and backgrounds to enhance
development in areas of reading, literacy, mathematics, and metacognition. They
learn planning and organizing instruction, setting up the classroom, instructional
grouping arrangements; the ecology of a classroom and of a school and the effects on a
learner with mild/moderate disabilities. Candidates write lesson plans for students of
diverse backgrounds, including how the instruction will meet assessed needs as stated in
individual IEPs, and assessment of learning. They address how to accommodate learners
through differentiated instruction and the use of technology for learning.
Course Learning Objectives:
Candidates will be able to:
Describe techniques that can be used to provide and support services in general
educations settings
Use understandings of student characteristics (including cultural and ecological
perspectives of students) and theoretical approaches to instruction in selecting,
implementing, monitoring, and modifying procedures and instructional programs.
Demonstrate ability to plan for various learner differences (linguistic, culture,
race, sex, socio-economic, etc) and develop a repertoire of research based
teaching and learning strategies which enhance learning for students with mild-
moderate disabilities including individualized approaches, contingency
management techniques, and other appropriate remediation techniques
Critically evaluate a range of instructional materials and computer software
appropriate for pupils with learning differences of different ages and generate
teaching materials of their own based on self created learner profile
Analyze and apply philosophies, methods, and materials related to understanding
and meeting the academic, social, emotional, moral, and physical needs of
students with mild and moderate disabilities
Necessary Components for Standard 9: Preparation to Teach Reading/Language Arts
Instructional Planning
Strategic selection and sequencing of curricula to be taught as outlined in the
Reading/ Language Arts Framework (2007) with opportunities for application using
State Board of Education (SBE)-adopted core instructional materials for both
instruction and intervention during fieldwork experience.
Features of instructional design include what to teach and when to introduce skills
and concepts, how to select examples, how to integrate standards, and how to teach
for transference and generalization of skills.
All Antioch Credential Program candidates study past and current perspectives on how
reading is learned and taught, including different approaches to and interpretations of
research findings. In TEP 505 Reading Instruction in Elementary School Classrooms
(SB) (LA), which focuses explicitly on research and practice in reading instruction,
candidates study and critique literacy research and its implications for instruction. They
subsequently take TESE 516 Understanding and Teaching Students with Mild to
30

Moderate Disabilities (SB) (LA), which builds on and expands candidates' knowledge of
language arts research and theory in the context of language arts curriculum
development. Concurrent with TEP 505 Reading Instruction in Elementary School
Classrooms (SB) (LA), in TEP 533 Field Practicum (SB) (LA), candidates observe and
participate in assigned classrooms. In these assignments, candidates put into practice
what they are learning in TEP 505 Reading Instruction in Elementary School Classrooms
(SB) (LA), specifically, they use appropriate state adopted core instructional materials in
their field placements.
In addition, prior to the reading and practicum courses, candidates have taken the
prerequisite courses HDV 455 Child Development and Learning (SB) (LA) and HDV
458A Language Development and Acquisition (SB) (LA). These courses also present
relevant research on children’s cognitive and social development and its relationship to
language literacy, particularly reading. The ability to access and understand the
implications of new research on literacy is further developed in TEP 505 Reading
Instruction in Elementary School Classrooms (SB) (LA) and, subsequently, in TESE 516
Understanding and Teaching Students with Mild to Moderate Disabilities (SB) (LA).
The understanding of child development and language development provide the
foundation for learning grade level standards, reading and language arts frameworks and
the scope and sequence of state texts for reading/language arts. These are specifically
addressed in TEP 505 Reading Instruction in Elementary Classrooms (SB) (LA) and
observed in the field placements in TESE 536A Field Exploration in Special Education
(SB) and TEP 565 Adaptation Pedagogy (LA), TEP 533 Field Practicum (SB) (LA),
TESE 512A Student Teaching with Professional Seminar I (SB) (LA) and TESE 515A
Student Teaching with Professional Seminar II (SB) (LA).
TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA) and TESE 516
Understanding and Teaching Students with Mild to Moderate Disabilities I (SB) (LA)
were specifically designed to engage candidates with both current domains of RICA (see
Table 2). In addition to exposure to and requirements for obtaining understanding and
knowledge, each candidate is provided multiple opportunities to apply what they are
learning with students with diverse backgrounds and variable language arts abilities
during the TEP 533 Field Practicum (SB) (LA) and in student teaching courses TESE
512A Student Teaching with Professional Seminar I (SB) (LA) and TESE 515A Student
Teaching with Professional Seminar II (SB) (LA).
Table 2: Course Emphases of RICA Content
TEP Courses
4
5
8
A
5
0
5
5
1
6
5
3
3
RICA Domain
x x x 1.1 Planning, Organizing, and Managing Reading Instruction Based on Ongoing Assessment
x x x 1.2 Word Analysis
x x 1.3 Fluency
x x x x 2.1 Vocabulary, Academic Language, and Background Knowledge
x x x x 2.2 Comprehension
31

The TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA)
instructors also review the domains of the RICA, and assist candidates in preparation for
the exam. Candidates are encouraged to construct a RICA Notebook, which incorporates
notes, handouts, and information provided in TEP 505. Candidates are encouraged to
write reflective essays on each of the RICA domains. RICA review sessions are often
held at strategic times throughout the program to support candidates taking the exam.
During TEP 533 Field Practicum (SB) (LA), and in TESE 512A Student Teaching with
Professional Seminar I (SB) (LA) and TESE 515A Student Teaching with Professional
Seminar II (SB) (LA) respectively, candidates apply their learning as they practice
language arts instruction in assigned classrooms. Virtually all schools in which our
candidates are placed are using the state-adopted Language Arts texts as well as
adoptions specifically for students in special education classes. In our reading courses,
candidates are taught how to use these curricula most effectively, including extensions
that enhance student connections and meaning-making activities that increase
comprehension, particularly for English learners.
Instructional Delivery/ Reading
1. Demonstrate knowledge of reading content as described in the RICA Content
Specifications and grade level standards as outlined in the Reading/Language Arts
Framework (2007). These strands include:
word analysis
fluency
vocabulary, academic language, and background knowledge
reading comprehension
literary response and analysis
2. Demonstrate knowledge of components of effective instructional delivery in reading as
described in the CA Reading/Language Arts Framework (2007). For example:
orientation (e.g., engagement, teacher demonstration)
presentation (e.g., explicit instruction, modeling, pacing)
structured practice (e.g., reinforcement, questioning, feedback)
guided practice (e.g., questioning, feedback, corrections, peer-mediated instruction)
independent practice and application
independent practice (e.g. opportunities for students to show level of mastery)
TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA) provides the
research bases of teaching reading, writing, and language arts to elementary and middle
school students (as well as for high school students with disabilities as appropriate).
Beginning language and reading development, phonemic awareness and phonics,
assessment for instruction, emergent writing development, and the relationship between
reading, writing, and spelling provide the core knowledge in this class, which includes all
of the aspects of this standard and of the RICA specifications. Class topics such as the
following can be found in the course syllabus and in the instructor notes:
Phonological Awareness
Concepts about Print
32

Letter Recognition
Systematic, Explicit Phonics and other Word Identification Strategies
Spelling Instruction
Vocabulary Development
Reading Comprehension Strategies
Student Independent Reading and its Relationship to Improved Reading
Relationships Among Reading, Writing, Oral Language
Diagnosis of Reading Development: Use of Assessment and Evaluation Data to
Inform Instruction
Structure of the English Language
The more advanced methods course, TESE 516 Understanding and Teaching Students
with Mild to Moderate Disabilities I (SB) (LA), helps candidates continue to build an
integrated model of balanced language arts instruction––specifically, reading, writing,
speaking, listening, and literature, with a focus on specific special education technologies
and strategies.
Candidates begin observing literacy instruction in assigned classrooms in TESE 536A
Field Exploration in Special Education (SB)/ TEP 565 Adaptation Pedagogy (LA). In
TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA), combined
with TEP 533 Field Practicum (SB) (LA), candidates study and apply aspects of balanced
literacy instruction by providing literacy instruction to beginning readers––one-on-one, in
small groups, and in whole class instruction. The fieldwork experience is supervised by
university faculty with substantial expertise in language arts.
In quarters 3 and 4, while taking a special education methods course, TESE 516
Understanding and Teaching Students with Mild to Moderate Disabilities (SB) (LA) and
other methods courses, candidates are enrolled in TESE 512A Student Teaching with
Seminar II (SB) (LA), respectively. As student teachers or interns they are engaged in
daily teaching, which includes delivering balanced reading instruction using state
frameworks and adopted texts and materials under the supervision of a Field Based
supervisor and a University Supervisor. Candidates are required to use the state adopted
content standards for English Language arts in their lesson plans along with appropriate
texts and the Language Arts framework, which are texts for the reading course.
Candidates are required to critique their instructional practice and curricular development
skills in relation to research and theory in language arts curricula, thereby further
integrating theory and their daily practice in the larger context of language arts
curriculum development and design. They submit lesson plans based on CA K-12
content standards in Language Arts for TEP 505 Reading Instruction in Elementary
Classrooms (SB) (LA) and all field experiences.
Also during the third and fourth quarters, during daily student teaching, candidates
integrate literacy instruction into other discipline area lesson and unit plans, such as
mathematics, and they add technology to their repertoire of instruction and content
integration.
33

Instructional Delivery/ Listening and Speaking
Demonstrate knowledge of components of effective instructional delivery in listening and
speaking as described in the Reading/Language Arts Framework (2007). For example:
The systematic progression of instruction and application to develop listening and
speaking strategies and speaking applications that parallel and reinforce instruction in
reading and writing.
Listening and speaking strategies that include listening comprehension, organization
and delivery of oral communication, analysis and evaluation of oral and media
communication (grade-level appropriate).
Candidates study the implications of the idea that accurate response to text is relative to
students’ linguistic and cultural backgrounds and prior knowledge. In TEP 505 Reading
Instruction in Elementary School Classrooms (SB) (LA), comprehension strategies are
taught, such as DIBELS, DRTA, reciprocal teaching, think aloud procedures, and
questioning, clarifying, summarizing, and predicting. Candidates learn to develop
language arts lesson plans that focus on assessment and development of student
background knowledge and incorporate comprehension strategies. During TESE 516
Understanding and Teaching Students with Mild to Moderate Disabilities I (SB) (LA),
these projects are expanded into the development of language arts curricula that enhance
students' skills in phonemic awareness, decoding, and reading comprehension. In TESE
516 Understanding and Teaching Students with Mild to Moderate Disabilities I (SB)
(LA) and TESE 512A Student Teaching with Professional Seminar (SB) (LA) candidates
teach language arts units to students and are provided specific feedback on their
competency. Throughout quarters three and four, there are successive opportunities for
candidates to reflect on their own effectiveness and ways to improve their language arts
instruction, with specific focus on listening, speaking and multiple skills for
communication for both native English speakers and English learners. This builds upon
the instruction in ELD and SDAIE begun in the prerequisite course on language
development and acquisition, HDV 458A Language Acquisition and Development (SB)
(LA).
In TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA) and TESE
516 Understanding and Teaching Students with Mild to Moderate Disabilities I (SB)
(LA), candidates learn the differences between textual, functional, and recreational
reading and learn to support students in setting purposes for the various types of reading.
Candidates learn how to help students use different comprehension strategies for
accessing and gaining meaning from textual, functional, and recreational reading. They
are engaged in a variety of activities that foster understanding about various genres of
literature and expository texts. They also learn how to locate and select appropriate
instructional literature materials. During these methods courses candidates also learn
strategies and activities to foster independent reading. The strategies include research
strategies, formulating topics of interest, small group projects, individual oral
presentations, cooperative group presentations, and interactive reading journals. In
addition, they learn assistive technology to aid students in aspects of reading and
language arts to allow them access to the core language arts curriculum.
34

In TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA), candidates
are required to develop and teach a lesson that focuses explicitly on a comprehension
strategy (e.g., summarizing, making inferences, using prior knowledge). This further
supports their development of all aspects of student communication skills.
Instructional Delivery /Writing
Demonstrate knowledge of components of effective instructional delivery in writing as
described in the Reading/Language Arts Framework (2007). For example:
The systematic progression of instruction and application of foundational writing
strategies, applications, and conventions
Writing strategies that include teaching organization and focus, penmanship (where
applicable), research, technology, evaluation and revision
Writing applications according to genres (grade-level appropriate) and their
characteristics
Writing conventions appropriate to grade level standards (i.e. sentence structure,
grammar, punctuation, capitalization and spelling).
Writing development is studied in TESE 517 Understanding and Teaching Students with
Mild to Moderate Disabilities (SB) (LA); concurrently, writing instruction is practiced in
student teaching settings. Assessment of students' writing is addressed through the study
of holistic scoring and writing rubrics. Candidates study prominent research
investigating relationships between reading and writing.
In TESE 517 Understanding and Teaching Students with Mild to Moderate Disabilities II
(SB) (LA), candidates learn how language arts curricula must include explicit writing
instruction, particularly the skills of prewriting, drafting, revising, editing, and publishing
at all grade levels.
Candidates' practice continues to develop through TESE 512A Student Teaching with
Seminar II (SB) (LA) during which their instructional competence is evaluated in terms
of their ability to teach reading and language arts in an organized, systematic, and explicit
way. This includes direct, systematic, explicit phonics instruction, decoding skills
instruction and practice, and extensive practice in reading and writing connected text.
The field experiences also encompass all aspects of language arts, such as writing
conventions, spelling, and handwriting.
Assessment/Reading, Writing, Listening, Speaking
Candidates must understand that assessment and instruction are linked within any
curriculum. Therefore, candidates must demonstrate knowledge and ability to utilize
multiple monitoring measures within the three basic types of assessments to determine
students’ progress towards state adopted content standards, as referenced in Chapter Six
of the Reading Language Arts Framework (2007). Candidates need to be able to analyze
and interpret results to plan effective and differentiated instruction and interventions.
35

Knowledge of the following assessments is crucial to achieving the English Language
Arts Content Standards:
entry level assessment for instructional planning
monitoring student progress
post test or summative assessment
Candidates must understand that assessment and instruction are linked within any
curriculum. Therefore, candidates must demonstrate knowledge and ability to utilize
ongoing assessments, both formal and informal to determine students’ progress towards
state adopted content standards. Candidates need to be able to analyze and interpret
results to plan effective and differentiated instruction and interventions.
In both prerequisite courses, HDV 455 Child Development and Learning (SB) (LA) and
HDV 458A Language Development and Acquisition (SB) (LA), candidates learn about
different aspects of the neurophysiological, cognitive, and social precursors to oral
language. In TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA)
and TESE 516 Understanding and Teaching Students with Mild to Moderate Disabilities
I (SB) (LA), relationships between language development and reading acquisition in both
native speakers and English learners are presented. Candidates learn to refine students'
oral language skills in conversations with them, during class discussions, cooperative
learning projects, and students’ presentations to peers. Candidates are taught the
framework of the integration of listening and speaking with reading and writing.
Opportunities are provided during TEP 533 Field Practicum (SB) (LA) and during TESE
512A Student Teaching with Professional Seminar I (SB) (LA) and TESE 515A Student
Teaching with Professional Seminar II (SB) (LA) in which candidates can explore ways
of developing oral language. Candidates are provided with opportunities to work with
English learners and assess students' oral language ability both formally and informally
using the three types of assessment reviewed in the California Language Arts
Framework: entry-level assessment, progress monitoring, and summative evaluation.
Techniques to modify these assessments for English learners are explored. Candidates are
also taught current research regarding English learners as well as ELD and SDAIE
strategies.
In TEP 505 Reading Instruction in Elementary School Classrooms (SB) (LA), candidates
learn to utilize a variety of informal and formal assessment to determine student progress
and strategically plan instruction. They learn to critically analyze and select and utilize a
variety of assessment instruments to determine a student’s disposition towards literacy
and his/her strengths and needs in relationship to oral language, reading and writing.
Emphasis is placed on planning and organizing appropriate language arts instruction
based on assessment. In TESE 512A Student Teaching with Professional Seminar I (SB)
(LA) and TESE 515A Student Teaching with Professional Seminar II (SB) (LA),
candidates are guided and assessed on their abilities to effectively utilize ongoing
diagnostic strategies that guide reading instruction for students with identified
disabilities.
36

Au education specialist mild moderate 2012 revised 2013-2

Au education specialist mild moderate 2012 revised 2013-2

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (18)

Destaque

Destaque (10)

Semelhante a Au education specialist mild moderate 2012 revised 2013-2

Semelhante a Au education specialist mild moderate 2012 revised 2013-2 (20)

Último

Último (20)

Au education specialist mild moderate 2012 revised 2013-2