Advanced Programs Curriculum Matri Proficiencies 1. Acknowledging cultural and individual differences 2. Adapting instruction and assessment to cultural and individual differences. 3. Connecting classroom activities to cultural and individual differences. 4. Incorporating multiple perspectives of cultural and individual differences into their professional behavior. 5. Contributing to the classroom and/or school climate that values cultural and individual differences. 6. Communicating in a culturally responsive and respectful manner. C&I 574: Differentiation and Assessment of Instruction C&I 600: Graduate Seminar Elementary Education Graduate Program Curriculum Component, Objectives, or Topics Assessment Prof. 1 Identify and describe the characteristics and needs of diverse populations, Paper including learners with disabilities, second language and culturally different learners, gifted learners, and struggling learners. Design informal assessments that allow learners to show what they know and can Assessment Tools do. Modify assignments and assessments so that all learners are able to demonstrate Lesson plans their knowledge, skills, and understanding in the contet of stated learning outcomes. Appropriately apply a broad range of strategies for differentiating instruction. Tiered Activities Select, design, and implement instructional strategies that address the needs of diverse populations, including learners with disabilities, second language and culturally different learners, gifted learners, and struggling learners. Lesson plans Analyze, synthesize, and apply recent and relevant research findings to the design Paper and implementation of assessment and instructional strategies that help all students learn. Discuss types of diversity that are important to address. Paper Prof. 2 Prof. 3 Prof. 4 Prof. 5 Discuss ways your teaching reflects the belief that all students can learn. Paper Describe the ways your teaching reflects your commitment to meeting the educational needs of all students in a caring, non-discriminatory and equitable manner. Paper Eplain the steps you have taken to develop a classroom climate that values diversity. Paper Discuss the knowledge and/or skills that you have acquired through graduate Paper coursework that have enabled you to better meet the needs of diverse students in your classroom. Discuss strengths and weaknesses of atypical students and accommodations that Action Research will be used for each of the focus students. Discuss factors that influenced student learning Action Research Analyzed student learning as evidenced in the discussion of the pre-post Action Research assessment data (growth) for each of the atypical students and the class; student learning for all unit objectives was discussed; factors contributing to student learning were discussed and supported by the assessment data and observations Discuss connections between students eperiences and content of the unit Action Research Prof. 6
SPED 514: Collaboration in Special Education SPED 518: Self- Determination & Independence SPED 613 All Methods Courses Special Education Graduate Program Curriculum Component, Objectives, or Topics Assessment Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5 Prof. 6 Uses performance data and information from teachers, other professionals, individuals with disabilities, and parents collaboratively to make or suggest appropriate modification in learning environments, curriculum and/or instructional strategies. Identifies personal attitudes and biases that affect acceptance of individuals with disabilities. Coordinates activities of related services personnel to maimize direct instruction time for individuals with disabilities and to ensure that related services are integrated into individuals daily activities and schedule. Discusses factors that promote effective communication and collaboration with individuals, parents, families, and school and community personnel in a culturally responsive program. Eplains roles of individuals with disabilities, parent, teachers, and other school and community personnel in planning an individualized program. Communicates with general educators, administrators, paraeducators, and other school personnel about characteristics and needs of individuals with disabilities. Uses knowledge of a student s cognitive, communication, physical, cultural, social, and emotional characteristics in planning and delivering instruction and in transition planning. Identifies students educational priorities by developing and conducting an individualized inventory of the student s home, community, social, and vocational environments and integrated curriculum needs. Prioritizes skills and chooses chronologically age-appropriate materials, emphasizing functionality, instruction in natural settings, and interactions between students with and without disabilities. Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities. Applies principles of instruction for generalized language arts or math skills to teaching domestic, community, school, recreational, or vocational skills that require language arts or math. Identifies variations in beliefs, traditions, and values across cultures within society and the effects of the relationship among child, family and schooling. Discusses cultural perspectives related to effective instruction for students with disabilities. Identifies typical concerns of families of individuals with disabilities and appropriate strategies for collaborating with families in addressing these concerns (including families transitioning into and out of the special education system). Eplains the effects of family and community on development, behavior and learning. Develops individualized assessment strategies for instruction and uses appropriate procedures for evaluating results of that instruction. Evaluates learning environments and matches necessary supports to individual learners' needs. Uses appropriate reading intervention strategies and support systems for meeting the needs of diverse learners. Integrates knowledge of the characteristics of the learner, Illinois Learning Standards, general curriculum and adaptation strategies appropriately into an effective individualized education program. Evaluates, selects, develops, and adapts curricular materials and technology appropriate for individuals with disabilities. Plans, organizes, and implements educational programs appropriate to the cognitive, linguistic, and physical needs of individuals in the least restrictive environment Eam Eam Paraeducator Eam Eam Paraeducator Job Task Analysis report Tet Analysis Job Task Analysis report Partners in Employment project Tet analysis Parent Interview Eam Parent interview Eam Data Driven Instruction Unit Assignment Curriculum Development Curriculum Development Unit Assignment Unit Assignment
RDG 576: Psych of Reading RDG 570 & RDG 568 RDG 587 & RDG 589 EDL539 Leadership for Students with Special Needs Reading Specialist Graduate Program Curriculum Component, Objectives, or Topics Assessment Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5 Prof. 6 Discusses the linguistic foundations of reading and writing processes. Eam Identifies, eplains, compares and contrasts the theories and research of the variations in language development and reading acquisition emerging from cultural and linguistic differences Selects and utilizes fleible instructional groupings that accommodate developmental, linguistic and cultural differences to facilitate the development of the ability to read. Eam Lesson Plans Eplains research supporting instructional grouping that accommodates Lesson Plan rationale developmental, linguistic and cultural differences in the development of the ability to read. Uses instructional practices that accommodate the needs of all students, including those with developmental, linguistic, and cultural differences. Lesson Plans Uses a wide range of curriculum materials to accommodate the developmental, linguistic, and cultural needs of all children. Lesson Plans Eplains how pre-assessment results will be used to plan instruction that meets Lesson Plan rationale the needs of all students, including those with developmental, cultural, and linguistic differences. Eplains how formative assessment will be used to plan and modify instruction to continually focus on the needs of all students, including those with developmental, cultural, and linguistic differences. Lesson Plan rationale Appropriate materials were used during lesson delivery that reflected the tutee s Faculty Observation characteristics, needs, interests, and abilities. Instruction was adapted to accommodate the student s characteristics, learning Faculty Observation style, and cultural and linguistic backgrounds. (item ethical and caring manner) Faculty Observation A range of instructional practices were effectively used during the tutoring Faculty Observation sessions. Identifies learner characteristics, including physical, cultural, psychological, and Case Study educational background, that should be considered when identifying appropriate assessments and creating and implementing an instructional plan. Analyzes pre-assessment data (survey, informal and formal assessments) to Case Study create a student profile consistent with the pre-assessment data and learner characteristics. Adequately discussed the etent to which the identified goals for the student were Case Study achieved and the impact of his/her instructional practices on student learning. Educational Leadership MSED Curriculum Component, Objectives, or Topics Assessment Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5 Prof. 6 Compare the issues in educating each and every child, including the Paper eceptionalities of giftedness, poverty, ESL, special education, and ethnicity. Eplain the accountability functions of intervention models and legislation for specific subgroups for ensuring student achievement. Create a model of inclusive school governance for PK-12 students specifically describing how students with various eceptionalities would be recognized as part of the school community. Analyze the current delivery program in a local school district for an eceptional group of students for effectiveness in raising student achievement. Design a directory of agencies, religious and non-profit organizations, and youth groups that represent the various cultural, social, and intellectual resources in Paper Paper Program Evaluation PowerPoint
EDL500 Leadership Development and Self-assessment EDL517 Fundamentals of Education Law EDL518 Administrative Applications of Education Technology EDL522 Management of School Personnel EDL538 Principal as the Instructional Leader EDL555 Internship EIS 607: Implications of for Educational Leaders your local community and develop a partnership initiative designed to utilize resources to benefit children. Conduct data collection of the internal school culture, climate, and operations to support student achievement. Conduct data collection of the eternal community and its cultural, social and economic contet. Synthesize data on internal and eternal contets and prepare recommendations for improvement. Discuss the importance of active involvement within the community, including interactions with individuals and groups with conflicting perspectives. Paper Paper Paper Panel Demonstrate the ability to use appropriate assessment strategies and research Assessment methods to understand and accommodate diverse school and community conditions and dynamics. Compare and contrast leadership approaches to programs serving students with Paper special and eceptional needs and PK programs. Demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, Panel economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. Promote a belief in equality and accessibility of educational opportunities Paper Research, identify, and present to the class available software/websites that can Presentation be used as intervention strategies for teachers to meet the needs of students who are at-risk or performing below epected levels as well as enrichment opportunities for PK-12 students and ELL/ESL. Utilize appropriate policies, criteria, and processes for the recruitment, induction, compensation, and separation of personnel with attention to issues of equality, diversity, and eceptionalities. Eplore instructional procedures that are specific to: special education, English language learners, early childhood, and talented/gifted. Identify the various types of student eceptionalities, analyze current programs and then develop a plan to better meet the needs of at least one group of students. This plan will be shared, via a PowerPoint presentation, with the site supervisor, the school improvement team, or other vested parties. Plan activities that will provide eperiences working with parents, school, and community partners (Special Education, Early Childhood, English Language Learners, and Gifted). Research and work with the administrators, teachers, and community to develop a list of possible cultural and educational celebrations that could be observed during the year. Develop a calendar for implementation of the celebrations. Educational Leadership EdS Curriculum Component, Objectives, or Topics Assessment Prof. 1 Describe the current demographic trends impacting public education in the Paper U.S.A. Demonstrate an understanding of the role of culture in the educational process. Identify the impact of the historical, contemporary, and future implications of diversity e.g. race, ethnicity, social class, gender, and language in the educational process. Paper Group Portfolio Portfolio Portfolio Paper & Student Presentations Paper Prof. 2 Prof. 3 Prof. 4 Prof. 5 Discuss the need for educational and curriculum reform in order to meet the Paper Prof. 6
EDL620 The Superintendent and Educational Governance CSD 511 Language Theory & Development, CSD 512 Child Language Disorders, CSD 521 Methods in Public Schools; CSD 548 Applied Phonology; CSD 503 Seminar in Professional Affairs CSD 481G Evaluation Procedures in Speech-Language Pathology, CSD 512, CSD 521, & CSD 548 CSD 521, CSD 512, CSD 548 CSD 521, CSD 512, CSD 548 CSD 512, CSD 521, & CSD 548 CSD 501 Intro Research Methods in CSD, CSD 511, CSD 512, CSD 521, & CSD 548 CN 500: Introduction to Counseling Skills and Practice CN 552: Counseling/Helping in a Multicultural Society needs of a diverse learning community. Formulate plausible curriculum and delivery strategies to address the diverse needs of participants in the U.S.A. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. Paper Presentation Communication Sciences & Disorders Graduate Program Curriculum Component, Objectives, or Topics Assessment Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5 Prof. 6 Identify and describe the characteristics and needs of diverse populations, Quizzes and including learners with disabilities, second language and culturally different Eaminations; learners, gifted learners, and struggling learners. Written Reports, Oral Reports/Presentations Design informal assessments that allow learners to show what they know and can do. Modify assignments and assessments so that all learners are able to demonstrate their knowledge, skills, and understanding in the contet of stated learning outcomes. Appropriately apply a broad range of strategies for differentiating instruction Select, design, and implement instructional strategies that address the needs of diverse populations, including learners with disabilities, second language and culturally different learners, gifted learners, and struggling learners. Analyze, synthesize, and apply recent and relevant research findings to the design and implementation of assessment and instructional strategies that help all students learn. Diagnostic Plan; Assessment Battery, Eecution of Diagnostic Plan, Case Study IEP, Case Study, Eaminations Oral Presentations, Case Study, IEP, Eaminations IEP, Case Study Research Journals, Eaminations, Evidence-Based Practice Journals, IEP Counselor Education Graduate Program Curriculum Component, Objectives, or Topics Assessment Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5 Prof. 6 Studies that provide an understanding of advocacy processes needed to address Video X X X X institutional and social barriers that impede access, equity, and success for clients demonstrations Studies that provide an understanding of multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally. Studies that provide an understanding of attitudes, beliefs, understandings, and acculturative eperiences, including specific eperiential learning activities
CN 541: Lifestyle and Career Development CN 542: Assessment Techniques in Counseling CN 593: Practicum: Counseling CN 602: Principals of Mental Health Diagnosis and Pathology for Practitioners in School Settings CN 597: Internship designed to foster students understanding of self and culturally diverse clients. Studies that provide an understanding of theories of multicultural counseling, identity development, and social justice. Studies that provide an understanding of individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies. Studies that provide an understanding of counselors roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body. Studies that provide an understanding of counselors roles in eliminating biases, prejudices, and processes of intentional and unintentional discrimination. Studies that provide an understanding of theories and models of individual, cultural, couple, family, and community resilience. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individual, groups, and classrooms. Understands the ways in which educational policies, programs, and practices can be developed, adapted, and modified to be culturally congruent with the needs of students and their families. Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and seual identity, and their effects on student achievement. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. Studies that provide an understanding of interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development. Studies that provide an understanding of social and cultural factors related to the assessment and evaluation of individual, groups, and specific populations. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individual, groups, and classrooms. Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. Understands the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. X X X X Eam X X X X X X Eam X X Paper X X X Paper X X X Client interview and case study Special populations presentation and paper X X X X X X X X X X Case studies X X X X X Tape critiques X X X X X Case studies X X X X X Presentation X X X Demonstrates self-awareness, sensitivity to others, and the skills needed to relate Tape critiques X X X X X to diverse individual, groups, and classrooms. Assesses and interprets students strengths and needs, recognizing uniqueness in Case studies X X X X cultures, languages, values, backgrounds, and abilities. School Psychology Specialist Program Curriculum Component, Objectives, or Topics Assessment Prof. 1 Prof. 2 Prof. 3 Prof. 4 Prof. 5 Prof. 6 PSY 575: Cultural Self-Assessment Complete checklist X
Issues and Psychological Services PSY 575 Reaction Paper PSY 575 Article Summary PSY 575 Student Presentations Presentation X X X X X X Feedback PSY 541: Cultural Competence Development Paper Paper X X X Practicum I PSY 543 Practicum School Report Card Discussion X III PSY 581 Intellectual Asssesment NASP Video on Culturally Sensitive Assessment Discussion X X X X X All School Psychology Courses (541,542, 543, 544, 581, 585, 590, 591, 593) The Program has adopted a common tetbook, Martines (2005) Multicultural school psychology competencies: A practical guide, that is incorporated in the classes across the curriculum.