Application for Clinical Practice (Contract Teaching) must include the following:
•Prerequisite for intern credential English language learner preservice requirement: All SPED teacher candidate desiring to begin an internship in the fall must complete preservice training (called Preservice Academy) during the Summer II Session (before Module 1 coursework begins). This Summer II Session consists of two 3-unit courses for six weeks and one English Learner-Pedagogy Workshop during the seventh week. Candidates desiring an internship later in the program must complete coursework and workshop as well. Contact the Department of Special Education for more information.
•Proof of passing of subject-matter competency by deadlines placed by the Office of Student Services.
•Full-time contract for SPED teaching position in a public school or WASC-accredited non-public, or private school.
•Letter on official school letterhead from administrator fully describing the assignment/position for consideration (to receive approval by program director).
• Candidates with an approvednon-WASC teaching position must complete an additional 4–6 weeks of clinical practice in a WASC setting,as placed by the Office of Student Services.
The cohort model begins with entry in Module 1 in Fall I or Spring I. Candidates who enter at other times of the year will be advised about course enrollment prior to the next Module 1 entry. A maximum of 9 units may be taken per term with the department chair’s prior written approval for additional units.
Preservice Academy (Summer II or as advised) Any special education teacher candidate desiring to begin an internship in the fall or spring semester must complete the special education digital modules’ preservice hours.
The digital modules will be available during fall, spring and summer. For more information, please contact the Department of Special Education.
Module 1
SPED 505 Education Foundations and
Classroom Experiences 3
SPED 515 Clinical Experience in Teaching
Reading and Writing* 3
SPED 565A Field Experience I** 1
*Students must complete this course before taking the RICA. The RICA must be passed before applying for a credential.
**This is a mentor-based course with two seminar meetings as scheduled by each regional center SPED site coordinator. Coursework is assessed via eCompanion, and signature assignments are posted on TaskStream. Mentors will conduct four site visits per term to observe intern teacher candidates.
Apply for clinical practice by April 1 for spring and October 1 for fall.
Module 2
SPED 530 Introduction to Individual Differences
and Strengths-based Education 3 SPED 535 Counseling, Collaboration, and Consultation 3
SPED 565B Field Experience lI* 1
*This is a mentor-based course with two seminar meetings as scheduled by each regional center SPED site coordinator. Coursework is a continuation of SPED 565A and assessed via eCompanion, and signature assignments are posted on TaskStream. Mentors will conduct four classroom visits to observe intern teachers.
At end of Module 2, candidate must meet with advisor to develop a transition plan.
Clearance for clinical practice in candidate’s approved classroom Module 3
SPED 531 Assessment Issues and Methodologies
Related to Student Learning 3
SPED 540 Rtl/Brain-based Teaching and Learning:
Math Disorders 3
SPED 575A Clinical Practice I (Contract Teaching)* 1
*Candidates may not register for this course without clearance from the Office of Student Services. This is a mentor-based course without regular class sessions.
TaskStream is used for ePortfolio verifying clinical practice. Course packet access information is given at the Mandatory Clinical Practice Orientation Meeting.
Module 4
SPED 536 Rtl/Brain-based Teaching and Learning:
Reading and Written Language Arts Disorders 3 SPED 537 Theories and Intervention
in Behavior Disorders 3
SPED 575B Clinical Practice II (Contract Teaching)* 1
*Candidates may not register for this course without clearance from the Office of Student Services. This is a mentor-based course without regular class sessions.
TaskStream is used for ePortfolio verifying clinical practice. Course packet access information is given at the Mandatory Clinical Practice Orientation Meeting.
Coursework is a continuation of SPED 575A.
Additional Credential Courses (Summer II or as advised) EDUC 504 Teaching and Cultural Diversity 3
– or –
SPED 511 Language Development for All Students 3 SPED 582 Theories of Learning and
Research in Disabilities Studies 3
Total units for credential only 34
Apply for Preliminary Credential.
Required Courses for Master of Arts in Education:
Special Education (for those in combination programs only):
Comprehensive Exam
Submit Intent to Graduate Form to Graduate Registrar.
SPED 582 Theories of Learning and
Research in Disabilities Studies* 3 SPED 581 Historical and Philosophical
Perspectives of Disabilities Studies 3 SPED 583 Current Trends in Curriculum
in Disabilities Studies 3
SPED 584A Guided Research Project: Procedures 3 SPED 584B Guided Research Project: Findings 3
*Also listed as a required credential course.
Total units for both credential and master’s 46 NOTE: Completion of all credential requirements, including all examinations, coursework, and other requirements, must be met before the master’s degree will be posted. An Intent to Graduate Form must be completed and fees paid by the deadlines set by the Office of the Graduate Registrar.
MASTER OF ARTS IN EDUCATION:
SPECIAL EDUCATION AND
MODERATE/SEVERE DISABILITIES (K–12) SPECIALIST CREDENTIAL (PRELIMINARY, TRACKS A AND B) (ALSO ONLINE)
Program Coordinator Litzy Z. Ruiz, M.A.
(626) 387-5791 [email protected]
Track A – Traditional Candidates without Full-time Teaching Employment and/or Subject-Matter Competence
The special education credential program contains a Track A specifically designed for the candidate who is not teaching full time in a K–12 school and/or who lacks subject-matter competence. This track is appropriate for adults making career changes as well as those who are teachingwithout fulfilling subject-matter competence.
SCHOOLOFEDUCATIONDEPARTMENTOFSPECIALEDUCATION2011–12
Track B – Teacher Candidates with Full-time Teaching Employment and Subject-Matter Competence
The special education credential program contains a Track B specifically designed for the candidate who is teaching full time in an appropriate setting in a public K–12 or private WASC-approved K–12 school. This assignment must be verified and approved by the program director prior to course registration.
If the full-time teaching assignment does not meet the requirements for candidate teaching, or the assignment does not meet program requirements (e.g., non-WASC accredited private school), teacher candidates must contact the program director who may direct them to petition the department chair for a solution that modifies or extends their assignment to meet state and program standards. Modification involves an extra four to six weeks of clinical practice as placed by the Office of Student Services.
NOTES: Those completing the preliminary Track B must complete a minimum of 15 units in residence at APU which must include SPED 585 Clinical Experience.Official waiver forms must be completed by the candidate and approved by the program director before a candidate may do less than the total coursework normally required. Waivers cannot be processed until after a candidate has been admitted to the program.
Candidates should apply for their credential through the Credential Analysts’ Office once all requirements are met.
(626) 815-5486 or (626) 815-5346
Prerequisite for Intern Credential: English Language Learner Preservice Requirement for Interns
Any SPED teacher candidate desiring to begin an internship in the fall semester must complete preservice training during the Summer II term (before module coursework begins).
Contact department for more information.
Summer II
Digital ELL Workshop: 120 hours with 10 hours of classroom observation
Student must submit all modules into TaskStream account. This digital workshop is available during the academic school year.
SEVEN STEPS TO BECOMING A TEACHER (Both Tracks A and B)
The cohort model begins with entry in Module 1 in Fall I or Spring I. Students who enter at other times of the year will be advised regarding course enrollment prior to the next modular entry date.
Step 1: Successful completion of first and second modules of coursework
NOTE: Candidates admitted with provisional program acceptance must complete the first 12 units with a B(3.0) or better in each course to remain eligible for continued enrollment at the university.CBEST must be passed before moving to Module 2. All CSET subtests must be met before moving on to
modules 3 and 4 in the credential program.
Candidates who do not meet this requirement must meet with an advisor to develop an action plan.
Step 2: RICA
Special education candidates are required to pass the reading Instruction Competence Assessment (RICA) before applying for a Preliminary Credential.
As the course to prepare for this exam is taken in the first module (SPED 574), students are strongly encouraged to take the exam during the second module.
Step 3: Successful completion of clinical practice and all coursework in Modules 3 and 4
Step 4: TPE: Teacher Performance Expectation will be met through SPED courses.
Step 5: Clearance to advance to clinical practice (Student/Contract Teaching)
Track A Students
Applications for clinical practice in a non-paid internship must be submitted to the Office of Student Services by April 1 for fall term and October 1 for spring term.
In addition to the application for clinical practice, students must submit the following to the Office of Student Services by April 29 for fall term and October 30 for spring term:
• TB test that will be current throughout clinical practice
• Valid Certificate of Clearance throughout clinical practice
• Proof of U.S. Constitution coursework or exam
• Original, passing scores of the CBEST exam
• Original, passing scores of CSET exams a. Multiple subject, all three subtests
b. OR if teaching in a junior high or senior high school setting:
i. Proof of passage of Single-subject Assessment Examination, all required subtests
ii. Or official verification of completion of CTC-approved subject-matter program signed by the credential analyst at the institution of higher education at which the courses were successfully completed.
Track B Students
Applications for completing clinical practice in a contracted teaching position must be submitted to the Office of Student Services by April 1 for fall term and October 1 for spring term. Students are expected to submit a copy of their teaching contract for the 2011–12 school year and a principal letter on school letterhead.
In addition to the application for clinical practice, students must submit the following to the Office of Student Services by April 29 for fall term and October 30 for spring term:
• TB test that will be current throughout clinical practice
• Valid Certificate of Clearance throughout clinical practice
• Proof of U.S. Constitution coursework or exam
• Original, passing scores of the CBEST exam
• Original, passing scores of CSET exams a. Multiple subject, all three subtests
b. OR if teaching in a junior high or senior high school setting:
i. Proof of passage of Single-subject Assessment Examination, all required subtests
ii. Or official verification of completion of CTC-approved subject-matter program signed by the credential analyst at the institution of higher education at which the courses were successfully completed.
Questions about applications and exam documents can be directed to the Special Education Records Coordinator at (626) 815-5353.
• Continuing positive disposition characteristics including emotional stability, interpersonal relations, evidence of mental and physical health, evidence of meeting ongoing “character” standards, and other requirements listed on the application
NOTE: Candidates must report any changes or issues in “character” standings, including unresolved issues with the law and/or the CTC, to the credential analysts at APU.Failure to do so may result in expulsion from the program.
• Completion ofall module 1–4 coursework with remediation for B- grades. Remediation is done through the program director. Grades below B-require a repeat of the course by permission of the program director.
NOTE: Remediation does not change the course grade but shows competency and allows the teacher candidate to proceed.
• Candidates must attend amandatory meeting as directed by the department before Clinical Practice begins.
• Clinical practice is met through one of the following:
– Traditional candidate teaching (student teaching) in a master teacher’s classroom during the third and fourth modules(18 weeks, full-time, voluntary work)
– Contracted teaching assignment in the candidate’s own classroom
•If Track B – must also include full-time public schoolcontract and letter on school letterhead fully describing the assignment for consideration (must obtain prior approval from the program director).
NOTE: Candidates with an approved non-WASC teaching positionmust complete an extra four to six weeks of clinical practice in a WASC setting as placed by the Office of Student Services.
(626) 815-5353 or (626) 815-5343 Step 6: Apply for Credential
Candidates may apply for the preliminary credential upon completion of all the above criteria. The preliminary credential is valid for five years and nonrenewable. Contact the Credential Analysts’
Office for application materials, at the end of the module. (626) 815-5486 or (626) 815-5346 Step 7: Professional Clear Credential
Those who successfully complete the preliminary credential and are employed, have 120 days to begin work on their clear credential. A Change of Program must be submitted in order to be advised and allowed to register for the coursework involved.
An Individual Induction Plan (IIP) is also developed.
(See clear credential program for more information.)
TaskStream ePortfolios
Candidates are required to enroll in TaskStream which includes an online portfolio assessment system to facilitate teacher candidate evaluation. Candidates create electronic portfolios to showcase and document their competencies and experience with the California Commission on Teacher Credentialing (CTC), share artifacts or the entire portfolio with instructors and advisors for feedback and review online, submit sections of their portfolio or the entire body of work for evaluation online, and track their progress toward certification.
Each course has assignments, etc. that create the portfolio.
A one-time assessment fee is levied at the program’s outset to cover these requirements.
Track A Requirements
The cohort model begins with entry in Module 1 in Fall I or Spring I. Candidates who enter at other times of the year will be advised regarding course enrollment prior to the next modular entry date. A maximum of 9 units may be taken per term with the department chair’s prior written approval only.
Module 1
SPED 511 Language Development for All Students 3 SPED 574 Literacy and Reading Instruction for
Students with Moderate/Severe Disabilities* 3 Module 2
SPED 521 Collaboration, Inclusion, and Community Integration for Students with Moderate to
Severe Disabilities 3
SPED 530 Introduction to Individual Differences
and Strengths-based Education 3
*Students must complete this course before taking the RICA, and the RICA must be passed before qualifying for a credential.
SCHOOLOFEDUCATIONDEPARTMENTOFSPECIALEDUCATION2011–12 Module 3
SPED 501 Instructional Strategies for Students
with Moderate/Severe Disabilities 3 SPED 503 Behavior Support to Students with
Moderate/Severe Disabilities 3 SPED 586A Clinical Practice/Seminar for Moderate to
Severe Disabilities I (Student Teaching)** 2
**Candidates cannot register for this course without clearance from the Office of Student Services. This is a mentor-based course. Teacher candidates do not attend classes to meet regularly with an instructor. Teacher candidates must attend a mandatory clinical practice orientation meeting before the term begins.
Pass RICA.
Apply for clinical practice by April 1 for spring and October 1 for fall.
Module 4
SPED 502 Diagnostic and Prescriptive Intervention for Students with Moderate/Severe Disabilities 3 SPED 507 Assessment and IEP Development for
Students with Moderate/Severe Disabilities 3 SPED 586B Clinical Practice/Seminar for Moderate to
Severe Disabilities II (Student Teaching)*** 1
***Candidates cannot register for this course without clearance by the Office of Student Services. This is a mentor-based course. Teacher candidates do not attend classes to meet regularly with an instructor. Teacher candidates must attend a mandatory Clinical Practice orientation meeting before the term begins.
Clearance for clinical practice placement by Office of Student Services
with master teacher
Traditional candidate teaching (student teaching) in a master teacher’s classroom during the third and fourth modules (18 weeks, full-time, voluntary work)
Total units for credential only 27
Apply for Preliminary Credential
Track B Requirements
Application for Clinical Practice (Contract Teaching) must include the following:
Digital ELL Workshop: 120 hours with 10 hours of classroom observation
Any special education teacher candidate desiring to begin an internship in the fall or spring semester must complete the special education digital modules’ preservice hours.
The digital modules will be available during fall, spring and summer. For more information, please contact the Department of Special Education.
•Proof of passage of Subject-Matter Competency by deadlines placed by the Office of Student Services
•Full-time public school or WASC-accredited private schoolcontract for SPED position
•Letter on official school letterhead from administrator fully describing the assignment/position for consideration (must have prior approval by program director)
• Candidates with an approvednon-WASC teaching position must complete an extra 4-6 weeks of Clinical Practice in a WASC setting,as placed by the Office of Student Services.
The cohort model begins with entry in Module 1 in Fall I or Spring I. Candidates who enter at other times of the year will be advised regarding course enrollment prior to the next modular entry date. A maximum of 9 units may be taken per term with the department chair’s prior written approval only.
Module 1
SPED 511 Language Development for All Students 3 SPED 574 Literacy and Reading Instruction for
Students with Moderate/Severe Disabilities* 3 Module 2
SPED 521 Collaboration, Inclusion, and Community Integration for Students with Moderate to
Severe Disabilities 3
SPED 530 Introduction to Individual Differences
and Strengths-based Education 3
*Students must complete this course before taking the RICA, and the RICA must be passed before qualifying for a credential.
Module 3
SPED 501 Instructional Strategies for Students
with Moderate to Severe Disabilities 3 SPED 503 Behavior Support to Students with
Moderate to Severe Disabilities 3 SPED 585A Clinical Practice/Seminar for Moderate to
Severe Disabilities I (Contract Teaching)** 2
**Candidates cannot register for this course without clearance from the Office of Student Services. This is a mentor-based course. Teacher candidates do not attend classes to meet regularly with an instructor. Teacher candidates must attend a mandatory clinical practice orientation meeting before the term begins.
Pass RICA
Apply for clinical practice by April 1 for spring and October 1 for fall.
Module 4
SPED 502 Diagnostic and Prescriptive Intervention for Students with Moderate/Severe Disabilities 3 SPED 507 Assessment and IEP Development for Students with Moderate/Severe Disabilities 3 SPED 585B Clinical Practice/Seminar for Moderate to
Severe Disabilities II (Contract Teaching)*** 1
***Candidates cannot register for this course without clearance from the Office of Student Services. This is a mentor-based course. Teacher candidates do not attend classes to meet regularly with an instructor. Teacher candidates must attend a mandatory clinical practice orientation meeting before the term begins.
Clearance for clinical practice placement by Office of Student Services
with master teacher
Total units for credential only 27
Apply for Preliminary Credential Required Courses for Master of Arts in Education:
Special Education (for those in combination programs only):
Comprehensive Exam
Submit Intent to Graduate Form to Graduate Registrar.
SPED 532 Bilingual Special Education 3
SPED 581 Historical and Philosophical
Perspectives of Disabilities Studies 3 SPED 582 Theories of Learning and
Research in Disabilities Studies 3 SPED 583 Current Trends in Curriculum
in Disabilities Studies 3
SPED 584A Guided Research Project: Procedures 3 SPED 584B Guided Research Project: Findings 3 Total units for both credential and master’s 45 NOTE: Completion of all credential requirements, including all examinations, coursework, and other requirements, must be met before the master’s degree will be posted. An Intent to Graduate Form must be completed and fees paid by the deadlines set by the Office of the Graduate Registrar.
MILD/MODERATE OR MODERATE/
SEVERE DISABILITIES (K–12) SPECIALIST CLEAR CREDENTIAL (WITH OR WITHOUT A MASTER’S DEGREE)
Program Director Nilsa J. Thorsos, Ph.D.
(626) 815-5425, (626) 815-5373 [email protected] Clear credential candidates must hold a Level I or Preliminary Credential in order to begin their Clear Credential. A Change of Program Form must be submitted in order for a candidate to be admitted and advised for the Individual Induction Plan (IIP) process. During this advisement, the IIP is developed and permission is given to register for Clear Credential coursework.
NOTE: Those in the credential/master’s programs are allowed to continue with their master’s coursework while they
NOTE: Those in the credential/master’s programs are allowed to continue with their master’s coursework while they