College of Educational Studies

Donald N. Cardinal, Ph.D., Dean

Mary McNeil, Ed.D., Associate Dean

Joel Colbert, Ed.D., Director, Ph.D. Education program

E. Michael Madrid, Ph.D., Education Director

Professors: Brown, Cardinal, Ferguson, Hass, McNeil, Montgomery, SooHoo, Tye;

Associate Professors: Brady, Bryan, Busse, Colón-Muñiz, Hunter, McNenny, Miller, Wilson;

Assistant Professors: Bragg, Curwen, Dodd, Giess, Graydon, Howard, Monzó, Thomas, White-Smith;

Instructor: Osborn;

Emeritus: Fahey, B. Tye, K. Tye.

Ph.D. in Education

Master of Arts in Counseling and Pupil Personnel Services Credential in School Counseling

Educational Specialist Degree in School Psychology/Master of Arts in Educational Psychology and Pupil Personnel Services Credential in School Psychology

Master of Arts in Education: Curriculum and Foundations, Reading and Literacy, and Educational Leadership and Administration

Master of Arts in Teaching: Elementary Education (Multiple Subject Credential/Bilingual Emphasis Option)

Master of Arts in Teaching: Secondary Education (Single Subject Credential)

Master of Arts in Special Education

Master of Science in Communication Sciences and Disorders

Multiple Subject Credential with Bilingual Emphasis Option

Single Subject Credential

Special Education Credentials Level I Mild/Moderate & Moderate/Severe

Special Education Credentials Level II Mild/Moderate & Moderate/Severe

Speech Language Pathology Credential

Preliminary Administrative Services Credential (Tier I)

Ph.D. in Education

The Chapman University College of Educational Studies Ph.D. program is research intensive and intended primarily for individuals seeking a career in higher education or in other research-oriented leadership fields. The program focuses on the formulation of new ways to think about issues and solve problems in the field of education. Three emphasis areas are available: cultural and curricular studies, disability studies, and school psychology.

Admission to the Program and Prerequisites

To be considered for admission, applicants must submit the following:

• Graduate application to the Chapman University Ph.D. in education program.
• Supplemental application to the Chapman University Ph.D. in education program.
• Evidence of a master's degree from a regionally accredited institution of higher education.
• Official undergraduate and graduate transcripts.
• Graduate Record Examination results in the verbal, quantitative, and analytical writing sections.
• Three letters of recommendation, including one from a current employer, one from a current colleague, and one from a graduate-level professor who can describe the academic potential of the applicant. Letters from relatives will not be considered.
• A personal essay that will be used to assess the applicant's writing skills, career commitment, leadership potential, research interests, and professional goals.

After initial screening of the application materials, selected prospective students will be invited for an in-person interview with faculty.

To be considered for admission to the school psychology emphasis, applicants are required to have an educational specialist (Ed.S.) degree or its equivalent and must submit the following:

• Graduate application to the Chapman University Ph.D in education program.
• Supplemental application to the Chapman University Ph.D. in education program.
• Evidence of an educational specialist (Ed.S.) degree or its equivalent from an approved school psychology program.
• State certification as a school psychologist.
• Documentation of 1,500 hour internship, or internship plus one year experience as a practicing school psychologist.
• Official undergraduate and graduate transcripts.
• Graduate Record Examination results in the verbal, qualitative, and analytical writing sections.
• Three letters of recommendation, including one from a current employer, one from a current colleague, and one from a graduate-level professor who describe the academic potential of the applicant. Letters from relatives will not be considered.
• A personal essay that will be used to assess the applicants writing skills, career commitment, leadership potential, research interests, and professional goals.

After initial screening of the application materials, selected prospective students will be invited for an in-person interview with faculty.

Demonstration of Mastery

The academic progress requirements for students include a minimum GPA of 3.250 and successful completion of department and program requirements, including admission to candidacy, advancement to and successful completion of qualifying exams, and the dissertation. A dissertation sets forth a proposition in which the student advances and maintains an argument. Students will conduct research in their emphasis under the direction of a dissertation advisor and committee (see the Academic Policies and Procedures section for guidelines).

Candidates in the school psychology emphasis must also pass the ETS Praxis examination in school psychology with a minimum score or 165.

Continuous Enrollment Requirement

Students who have previously registered for the dissertation, but who have not completed the requirements, must be enrolled for at least 1 credit of EDUC 799 continually until all requirements are met. The maximum time allowed for completion of the Ph.D. is seven years.

Requirements for the Degree

The course of study for the Ph.D. in education is 57 credits. Upon verification of an approved education specialist degree or its equivalent (minimum of 60 semester credits) applicants to the school psychology emphasis may have up to nine credits waived, leaving a total of 48 credits. The course of study for all emphasis areas includes the following: 36 credits in these areas of study (Foundations and Philosophy, Inquiry, and Dissertation) and a 21-credit emphasis core.

Internship in School Psychology for School Psychology Emphasis

In addition, National Association of School Psychologists (NASP) guidelines require 1500 clock hours of supervised internship, of which 600 hours must be completed in a school-based setting.

Foundations and Philosophy Core

required courses (9 credits)

Inquiry Core

required courses (15 credits)

Dissertation Core

required courses (12 credits)

Emphasis Cores

Cultural and Curricular Studies Emphasis Core

seven of the following (21 credits)

Disability Studies Emphasis Core

seven of the following (21 credits)

School Psychology Emphasis Core* (21 credits)

Master of Arts in Counseling and Pupil Personnel Services Credential in School Counseling

The College of Educational Studies offers a master of arts degree in counseling with an emphasis in school counseling and a pupil personnel services credential in school counseling. The program prepares students to serve as counselors in public schools for grades K-12 and meets requirements for a California state credential authorizing service as a school counselor. Students with a previously earned master's degree in counseling or a related field may earn a California state credential in school counseling without enrolling in the master of arts program. Candidates who do not have a prior earned master's degree must concurrently enroll in the master of arts in counseling. The program is designed as a full time, two-year or four-semester program. Candidates may attend part time but must complete at least six credits of course work per semester of enrollment.

Admission to the Program and Prerequisites

Acceptance into the graduate programs in counseling is based on multiple criteria. These criteria include:

Previous Academic Achievement

Candidates are expected to hold a baccalaureate degree from a regionally accredited university and have a minimum grade point average of 3.000 in their most recent 60 semester or 90 quarter units. Candidates with an admissions GPA between 2.750 and 2.990 may be considered for admission, but are required to submit passing scores from the Graduate Record Examination (GRE): achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.

Commitment to the Program Mission

Candidates are required to submit an autobiographical statement that describes the life experiences that have shaped their choice of counseling as a profession, and their commitment to the program mission as described below:

The mission of Chapman University is to provide a personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens. The counseling program at Chapman University builds on this mission by preparing knowledgeable, skilled, and reflective school counselors who are effective change agents for individuals, families, and communities. Graduates of the counseling program have strong interpersonal and collaborative skills and are prepared to be advocates for youth of varying abilities, cultural heritages and socioeconomic backgrounds. It is important that graduates are capable and committed to being leaders in the field of counseling.

Experience Working with Children and Families

Candidates must submit a current resume outlining their experiences working with children and families. The program has a special interest in candidates who have experience in multilingual and multicultural settings.

Admissions Procedures and Deadlines

In keeping with the university's mission, the pupil personnel services program is committed to providing a personalized education of distinction. To meet this goal, the school counseling program will enroll a limited number of students each academic year. To be considered for admission to the school counseling program, all candidates must submit the documents listed below and complete an intake interview with a full-time faculty member. Accurate annual deadline information is available on the program website.

1. Graduate Application.
2. Supplemental Application.
3. An autobiographical statement of approximately 750 words in length, double-spaced. It will be reviewed by faculty to assess the applicant's suitability for the program. Further description is provided in the Supplemental Application.
4. A current resume that includes information on experiences working with children and/or families.
5. Official transcripts from all institutions of higher education.
6. Three letters of recommendation, two of which must be on Chapman University forms. At least one recommendation form must be from someone who has experience with the candidate in an academic setting and knowledge of the candidate's academic potential. A second recommendation form must be from someone who knows the candidate in a work setting, preferably one where the candidate works with children. Information from the recommendations is used to help make judgments regarding a prospective candidate's suitability and potential for professional success in the field of education, including the appropriate personal characteristics. Any candidate with "insufficient to function as a counselor", or comparable notation, on a form is denied admission to the program.
7. Documentation of having taken the California Basic Educational Skills Test (CBEST). Applicants for the PPS Internship Program must submit evidence of having passed the CBEST.

Program Prerequisites

Candidates must take the California Basic Educational Skills Test (CBEST) prior to enrollment in credential courses. Applicants for the PPS Internship Program must submit evidence of having passed the CBEST. All candidates must pass the CBEST prior to beginning their practicum field placement.

Students entering the program are also expected to complete the following 3 credit prerequisite course: EDUC 401/503 - Foundations of Education. Students who have a teaching credential may petition to have prior course work substituted for EDUC 401/503. Candidates without a prior earned credential must take EDUC 401/503 at Chapman University. Prerequisite course work need not be completed prior to entering the program.

Transfer Policy

Up to 6 credits may be transferred into the program from other regionally accredited graduate institutions upon approval of a petition by the program coordinator and the dean of the school. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

In addition to the graduate catalog academic policies and procedures, all students in the school counseling program are required to earn a grade of "B" or better in all courses. Students who earn less than a "B" will be required to meet with an advisor and must repeat the course. Students who repeat a class and do not obtain a minimum of a "B" grade will be dismissed from the program. Faculty members also review students each academic year to determine if they demonstrate the skills, knowledge, and professional attitudes necessary to be successful school counselors. Students who demonstrate these qualities will be invited to continue in the program. If faculty members have concerns about students in any of these areas, they will be asked to meet with an advisor and may be dismissed from the program. Students are required to earn a score of 600 on the Education Testing Service Praxis Examination in Counseling and Guidance. Students who do not attain a score of 600 after two attempts may petition the program coordinator to take an alternative comprehensive examination. To earn the pupil personnel services credential in school counseling, students must also complete an exit interview and present a professional portfolio.

Fieldwork Requirement

Students in the school counseling program must complete a minimum of 100 hours of practicum fieldwork (CSP 515) and 600 hours of internship/final fieldwork (CSP 620 and 621). The majority of these hours must be completed in a K-12 public school setting. All hours must be under the supervision of an experienced professional with a pupil personnel services credential in school counseling. The school counseling internship credential is required for all pupil personnel services credential candidates who seek to be paid during their field experience. All students are expected to gain experiences with children and youth of a variety of ages, ability levels, cultural heritages, and socioeconomic backgrounds.

Requirements for the Degree

Educational Specialist Degree in School Psychology/Master of Arts in Educational Psychology and Pupil Personnel Services Credential in School Psychology

The College of Educational Studies offers an educational specialist degree in school psychology and a pupil personnel services credential in school psychology. Students may also learn a master of arts degree in educational psychology. The school psychology program is approved by the National Association of School Psychologists. The program prepares students to serve as psychologists in schools for age preschool through high school. The program is designed as a full-time, three year or six semester program. With approval of an alternative program of study, candidates may attend part time and complete the program in four years or eight semesters.

Students earn the master of arts degree in educational psychology after:

1. Completing 54 credits of required course work for MA degree

2. Preparing a professional portfolio, and

3. Passing an oral interview

Student earn an educational specialist degree in school psychology and a pupil personnel services credential in school psychology after:

1. Completing 69 credits

2. Preparing a second professional portfolio, and

3. Passing a final oral interview

4. Earning a score of 165 on the ETS Praxis examination in school psychology

Admission to the Program

Acceptance into the school psychology program is based on multiple criteria. These criteria include:

1. Previous Academic Achievement: Candidates are expected to hold a baccalaureate degree from a regionally accredited university and have a minimum grade point average of 3.000 in their most recent 60 semester or 90 quarter credits. Prospective candidates with a GPA between 2.750 and 2.990 may be considered for admission, but are required to submit passing scores from the Graduate Record Examination (GRE): achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.
2. Commitment to the Program Mission: Candidates are required to submit an autobiographical statement that describes the life experiences that have shaped their choice of school psychology as a profession and their commitment to the program mission as described below: The mission of Chapman University is to provide a personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens. The school psychology program at Chapman University builds on this mission by preparing knowledgeable, skilled, and reflective school psychologists who are effective change agents for individuals, families and communities. Graduates of the school psychology program have strong interpersonal and collaborative skills and are prepared to be advocates for youth of varying abilities, cultural heritages and socioeconomic backgrounds. It is important that graduates are capable and committed to being leaders in the field of school psychology.
3. Experience Working with Children and Families: Candidates must submit a current resume outlining their experiences working with children and families. The program has a special interest in candidates who have experience in multilingual and multicultural settings.

Admission Procedures and Deadlines

In keeping with the university's mission, the pupil personnel services program is committed to providing a personalized education of distinction. To meet this goal, the school psychology program will only enroll a limited number of students each academic year. After initial screening of the application materials, selected prospective students will be invited for an in-person interview with faculty. Accurate annual deadline information is available on the program website.

1. Graduate Application.
2. Supplemental Application.
3. An autobiographical statement of approximately 750 words in length, double-spaced. It will be reviewed by faculty to assess the applicant's suitability for the program. Further description is provided in the Supplemental Application.
4. A current resume or vita that includes information outlining experiences working with children and/or families.
5. Official transcripts from all institutions of higher education.
6. Three letters of recommendation, two of which must be on Chapman University forms. At least one recommendation form must be from someone who has experience with the candidate in an academic setting and knowledge of the candidate's academic potential. A second recommendation form must be from someone who knows the candidate in a work setting, preferably one where the candidate works with children. Information from the recommendations is used to help make judgments regarding a prospective candidate's suitability and potential for professional success in the field of education, including the appropriate personal characteristics. Any candidate with "insufficient to function as a counselor," or comparable notation, on a form is denied admission to the program.
7. Documentation of having taken the California Basic Educational Skills Test (CBEST). Applicants for the PPS Internship Program must submit evidence of having passed the CBEST.

Program Prerequisites

Candidates must take the California Basic Educational Skills Test (CBEST) prior to enrollment in credential courses. Applicants for the PPS Internship Program must submit evidence of having passed the CBEST. All candidates must pass the California Basic Educational Skills Test prior to beginning their practicum field placement.

Fieldwork Requirement

Students in the school psychology program must complete a minimum of 450 hours of practicum fieldwork (CSP 534, 535) and 1,200 hours of internship/final fieldwork (CSP 622, 623). The majority of these hours must be completed in a K-12 public school setting. All hours must be under the supervision of an experienced professional with a pupil personnel credential in school psychology. The school psychology internship credential is required for all pupil personnel services credential candidates who seek to be paid during their field experience.

Transfer Policy

Up to 6 semester credits may be transferred into the program from other regionally accredited graduate institutions upon approval of a petition by the program coordinator and the Dean or Associate Dean of the College of Educational Studies. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

In addition to the graduate catalog academic policies and procedures, all students in the school psychology program are required to earn a grade of "B or better in all courses. Students who earn less than a "B" will be required to meet with an advisor and must repeat the course. Students who repeat a class and do not obtain a minimum of a "B" grade will be dismissed from the program. Faculty members also review students each academic year to determine if they demonstrate the skills, knowledge, and professional attitudes necessary to be successful school psychologists. Students who demonstrate these qualities will be invited to continue in the program. If faculty members have concerns about students in any of these areas, they will be asked to meet with an advisor and may be dismissed from the program. Candidates can earn the MA in educational psychology after completing 54 credits, preparing a professional portfolio and passing an oral interview. Students earn the educational specialist degree in school psychology after completing 69 obtaining a score of 165 on the ETS Praxis examination in school psychology, preparing a professional portfolio, and passing an oral interview. Students who do not attain a score of 165 after two attempts may petition the program coordinator to take an alternative comprehensive examination. Students earn the educational specialist degree in school psychology and the pupil personnel services credential authorizing service as a school psychologist after completing more credits of course work, preparation of a professional portfolio and passing an oral exit interview.

requirements for the degree (66 credits)

one of the following (3 credits)

Pupil Personnel Services Credential in School Counseling for School Psychology Candidates

Graduates of the College of Educational Studies' school psychology program who also wish to receive the pupil personnel services credential in school counseling must:

• Complete the following coursework:

• Prepare a professional portfolio.
• Pass an oral exit interview.

Master of Arts in Education

The mission of the program is the development of critical and ethical educator-citizens committed to the continual re-creation of a school culture characterized by the universal values of democracy, care, and justice. This degree program is designed primarily for individuals who are already employed in schools but who seek advancement opportunities within the field of education. Three emphasis areas are offered: curriculum and foundations, reading and literacy, and educational leadership and administration. It is possible to complete a degree with more than one emphasis.

Admission to the Program and Prerequisites

Admission to the program may be achieved by the completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have achieved the required admission grade point average as specified in the Admission section. Applicants with a grade point average between 2.500 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60^th percentile on any one of the Graduate Subject Tests is also accepted.
   • Millers Analogies Test (MAT): achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.
3. Complete the prerequisites for the program which consist of a minimum of six (6) credits in education, including EDUC 401, or 503 and one additional Education course. These prerequisites are automatically waived for applicants who hold a valid teaching or PPS credential.

Transfer of Course Work

Six credits of graduate transfer work is the maximum allowed. (See the Academic Policies and Procedures section for transfer guidelines.)

Capstone Experiences

Curriculum and Foundations Emphasis: EDUC 678 Curriculum and Foundations Capstone Course

MAE/Curriculum and Foundations candidates will demonstrate mastery of program objectives through the preparation and presentation of a major project developed by the candidate during the course of his or her MAE program.

Reading and Literacy Emphasis: EDUC 611 Clinical Field Experience in Reading and Writing

MAE/Reading candidates will demonstrate mastery of program objectives by conducting a research project in a field setting, and presenting the findings to a panel of evaluators.

Educational Leadership and Administration Emphasis: EDUC 604 Scholarly Practitioner: Action Research I

MAE/Educational Leadership candidates must demonstrate mastery of the program elements through the successful completion of an approved culminating experience, typically through an action research project. This demonstration of mastery occurs at the end of the program, after the candidate has completed all course work, and includes a presentation before a panel of educators. Students must have a minimum cumulative GPA of 3.000 in all MAE course work prior to enrolling in EDUC 604 and/or the presentation of the project.

Note: the MAE comprehensive examination option is only available to students who enrolled under the 2006-07 catalog or earlier. It will no longer be administered after September, 2009.

Continuous Enrollment Fee

Students who have previously registered for EDUC 604, 611, 614, or 678 but who have not completed the requirements, are required to submit a continuous enrollment fee for each semester the Capstone Course remains outstanding.

The fee for continuous enrollment is equal to one credit of tuition charged per program and will allow students to remain in active status as well as enable them to utilize university resources for completion of the capstone requirements.

Requirements for the Degree

prerequisites (6 credits)

EDUC 401, or 503 and one additional Education course*

These prerequisites are waived for applicants who hold a valid teaching credential.

*For the reading emphasis, EDUC 500, or 532 are required prerequisites.

MAE Seminars (12 credits)

** EDUC 654 should be completed first in the core sequence.

emphasis and capstone (18 credits)

Emphasis in Curriculum and Foundations

EDUC 657, 658 required; select three from the following: EDUC 570, 571, 599, 625, 626, 634, 635, 652, 653. Capstone: EDUC 678.

Emphasis in Reading and Literacy

The reading emphasis conforms to the new California Reading certificate requirements. Prerequisites are EDUC 500, 532, or equivalent. Required courses are EDUC 612, 615, 616, 618, 657. Capstone: EDUC 611. Three years of teaching experience are required before the certificate can be issued.

Emphasis in Educational Leadership and Administration

The education specialist credential is embedded in the Education Leadership and Administration master's degree. Required courses are: EDUC 681, 683, 686, 687, 688. Capstone: EDUC 604. Fieldwork: EDUC 691

• Students who already have a master's degree can petition to waive six credits of comparable emphasis course work taken within the time frame acceptable by College of Educational Studies policy.
• EDUC 691 (Fieldwork component) will be waived for those students who hold a current Administrative Tier 1 credential or for those not pursuing the Administrative Tier 1 credential.

Three years under a full time teaching, counseling, librarian, or nursing contract are required before the Tier 1, Preliminary Administrative Services Credential Certificate of Eligibility can be issued by the state of California.

Second Emphasis Area

Students completing a second emphasis area within one master's degree program may not use previously completed coursework for one emphasis to fulfill the requirements of a second emphasis. A second capstone project will not be required, but all of the coursework required for the second emphasis must be completed.

Master of Arts in Teaching

Admission to the Program

The MAT is a master's degree program where all graduate level credential courses are embedded as part of the program of study and completed prior to demonstration of mastery. It is designed for individuals who wish to begin their teaching careers with both a teaching credential and a master's degree. Students are not eligible to transfer to the MAT after beginning the credential program. Major themes found in both the credential and advanced core courses include teacher as constructivist, nurturer, moral educator, reflective practitioner, mediator of diversity and change agent. Students must apply for the program on their admission application.

MAT applicants must meet admissions requirements for the appropriate credential program in addition to master's level requirements.

Master of Arts in Teaching: Elementary Education (Multiple Subject Credential with Bilingual Emphasis Option*)

Admission to the program may be achieved by the completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have a minimum admission grade point average of 3.000. Applicants with an admission grade point average between 2.750 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60^th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.

Students with an admission grade point average between 2.750 and 2.990 can be admitted in provisional standing for a maximum of one semester; provisional standing for the MAT specifies that students can enroll only in 400 or 500 level courses and can complete a maximum of 12 credits. Students who are below a 2.750 grade point average will be denied admission to the MAT.

* Spanish/English bilingual/biliterate

Transfer of Course Work

Six credits of graduate transfer work is the maximum allowed. (See the Academic Policies and Procedures section for transfer guidelines.)

Demonstration of Mastery

MAT degree candidates must demonstrate mastery of the program elements through the successful completion of an approved culminating experience, typically a portfolio and an action research project. This demonstration of mastery occurs at the end of the program, after completing all course work and field work, and includes a presentation before a panel of educators. Students must have a minimum cumulative GPA of 3.000 in all MAT course work prior to enrolling in EDUC 604 and/or the presentation of the portfolio and project.

Requirements for the Degree

credential core

** Required for bilingual emphasis candidates only.

additional requirements for the credential core

These credits must be completed before continuing with 600-level courses.

additional course work for the MAT advanced core (12 credits)

The following semester, students enroll in:

Master of Arts in Teaching: Secondary Education (Single Subject Credential)

In California, the appropriate credential to teach a specific subject in a departmentalized classroom at the middle school or high school level is the single subject teaching credential. This credential authorizes public school teaching in a departmentalized classroom. The single subject credential is also utilized by those who wish to be subject area specialists in any K-12 setting (such as fine/performing arts, physical education, and other elective areas). The master of arts in teaching: secondary education program allows the candidate to obtain both the single subject credential and the masters degree through an integrated program of course work, field work, and student research.

Special note: Because the MAT: secondary education program is an integrated program, students may not subsequently enroll in the MAT: secondary education program if they begin as a "credential-only" student. Additionally, students who already possess a single subject teaching credential are not eligible for admission to the MAT: secondary education program.

Admission to the Program

Admission to the program may be achieved by the completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have a minimum admission grade point average of 3.000. Applicants with an admission grade point average between 2.750 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60^th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): achieve a minimum scaled core of 404.
   • California Subject Examinations for Teachers (CSET): achieve a passing score.

Students with an admission grade point average between 2.750 and 2.990 can be admitted in provisional standing for a maximum of one semester; provisional standing for the MAT specifies that students can enroll only in 400 or 500 level courses and can complete a maximum of 12 credits. Students who are below a 2.750 grade point average will be denied admission to the MAT.

Transfer of Coursework

Six credits of graduate transfer work is the maximum allowed. (See the Academic Policies and Procedures section for transfer guidelines.)

State Examination Requirements for the Single Subject Credential

1. Passing score on all sections of the CBEST prior to enrollment in EDUC 583.
2. Subject matter competence can be met by passage of appropriate California Subject Examinations for Teachers (CSET); or completion of approved program of subject matter course work, verified by a signed waiver from an accredited California four-year college or university, prior to enrollment in EDUC 583.
3. Passing scores on the California Teacher Performance Assessments (CalTPAs) applicable to the student's subject area. Typically, students must take and pass CalTPA 1, 2, 3 and 4 prior to completion of the credential program and issuance of the credential by the state.

Required Electronic Portfolio Account

Beginning in fall 2009, all MAT Secondary Emphasis degree candidates are required to maintain an active Chalk & Wire electronic portfolio account throughout their enrollment in the program. This account will be used to augment multiple courses and for the completion of the thesis/project.

Demonstration of Mastery

MAT secondary emphasis degree candidates must demonstrate mastery of the program elements through the successful completion of a thesis/project, including a presentation of the thesis/project to a panel of educators that includes the student's thesis/project advisor. This demonstration of mastery occurs at the end of the student's last semester in the program, after completing all course work and field work. Students must have a minimum cumulative GPA of 3.000 in all MAT course work prior to the submission of the thesis/project to the thesis/project advisor for presentation and approval.

Requirements for the Degree

credential core

additional course work for the MAT advanced core (12 credits)

Master of Arts in Special Education

The mission of the program is to develop change agents, professionals who will pursue social justice side-by-side with people with disabilities. Candidates should be prepared to believe in, and be advocates for, the absolute dignity of all people, including those with labels of disability.

The education specialist credential is embedded in the master's degree.

Admission to the Program and Prerequisites

Admission to the program may be achieved by completion of the following requirements:

1. Hold a baccalaureate degree from a regionally accredited institution.
2. Have achieved the required admission grade point average as specified in the Admission section. Applicants with a grade point average between 2.500 and 2.990 are required to submit passing scores from one of the following standard admission tests:
   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): Achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): Achieve a passing score.

Transfer of Course Work

Up to 12 credits may be transferred into the program. Requests for transfer are submitted on a petition to transfer graduate degree course work. Requests must meet transfer policies specified in the Academic Policies and Procedures section and must be approved by the program coordinator and the dean of the College of Educational Studies.

Demonstration of Mastery

Option 1: Comprehensive Examination

Students must be advanced to candidacy, have a cumulative GPA of 3.000 and have completed all core courses, 38 credits, to meet the minimum eligibility requirements to take the comprehensive examination. The student must pass a written comprehensive examination that covers all of the required course work. The examination may be attempted upon completion of the program core courses (See the Academic Policies and Procedure section for additional guidelines).

Option 2: EDUC 599 Independent Study

Students must have a cumulative GPA of 3.000 to meet the minimum eligibility requirements to enroll in the Independent Study. (See the Academic Policies and Procedures section for additional guidelines).

The Independent Study focuses upon the creation, implementation, monitoring, and assessing of a field-based intervention designed to improve school functioning. While research methodology may be employed, the project's central purpose is to have the student become an agent in school change efforts. It is a means for the student to "project" himself/herself into educational reconstruction in a meaningful way. The writing style of the project must also comply with the American Psychological Association Style Manual, current edition. (See the Academic Policies and Procedure section for additional guidelines).

Continuous Enrollment Fee

Students who have previously registered for the education thesis/project (EDUC 698) but who have not completed the requirements, are required to submit a continuous enrollment fee for each semester the thesis/project remains outstanding. The fee for continuous enrollment is equal to one credit of tuition charged per program and will allow students to remain in active status as well as enable them to utilize university resources for completion of the thesis/project.

Requirements for the Degree

education core (36 credits)

requirements (27 credits)

one of the following (3 credits)

one of the following (3 credits)

one of the following (3 credits)

general education core

requirements (8 credits)

general education elective

one of the following (3-4 credits)

special education electives

two of the following (6 credits)

Master of Science in Communication Sciences and Disorders

The master of science in communication sciences and disorders program prepares students for clinical or supervisory positions in healthcare and education. It meets all the knowledge and skills required by the American Speech Language Hearing Associations (ASHA). Through skillful leadership, mentoring, and individualized instruction, students develop competency as speech-language pathologists prepared to assess and treat children and adults with mild to severe communication disorders and disabilities such as stuttering, hearing loss, deafness, cleft palate, articulation disorders, voice abnormalities, stroke, progressive neurological disorders, and traumatic brain injury.

Candidates learn to counsel spouses, families, siblings, and educators on how to work with children and adults who use hearing aids, augmentative and alternative communication systems, and other assistive technology to communicate.

The program is based on research, theory and field experience courses, 400 clinical clock hours of practicum and student teaching and intern programs. Candidates will provide assessment and treatment for persons with communication disorders from birth through adulthood during supervised off-site clinical practicum. Candidates may be placed in hospitals, clinics, private practice or schools.

Graduates will be eligible for a Certificate of Clinical Competence (CCC) by the American Speech-Language-Hearing Association (ASHA); a California credential in speech/language pathology; and a California state license in speech language pathology. CAA national accreditation is in process.

Admission to the Program and Prerequisites

To be considered for admission, applicants must submit the following:

1. Application to the MS in communication sciences and disorders program.
2. Undergraduate degree in communication sciences and disorders or the post baccalaureate equivalent (leveling courses).
3. Official transcripts from all regionally accredited institutions attended.
4. Graduate Record Examination (GRE) test scores taken within the last five years.
5. Three letters of recommendation, including one from an academic source, which describe your professional and academic abilities.
6. A personal essay that will be used to assess the applicant's writing skills, career commitment and professional goals.
7. After initial screening of the application materials, selected prospective students will be invited for an in-person interview with faculty.

Transfer of Coursework

With program director approval.

Demonstration of Mastery

Mastery is determined by:

1. Passing grades of "B" or higher in all academic courses.
2. Completion of 410 Clinical Clock hours of supervised Practicum.
3. Completion of capstone course which includes comprehensive exams, an approved project or a thesis.
4. Recommendation by the program director to take the National Praxis Exam.

Requirements

Public School Credential Programs

Chapman University has been approved by the California Commission on Teacher Credentialing (CTC) to offer the following credentials: single subject; multiple subject; professional clear; special education (education specialist instruction credential (mild/moderate and moderate/severe); and professional administrative services; pupil personnel services with specialization In school counseling or school psychology. A Spanish/English bilingual emphasis (BCLAD) credential is available for elementary programs only.

Title II Compliance

Chapman University College of Educational Studies complies with all federal government reporting requirements pursuant to Section 207 of the Higher Education Act passed by Congress in 1998. Please see our web page www.chapman.edu/CES for complete information.

Student Teaching: Multiple Subject, Single Subject, or Special Education

Applications for student teaching must be filed with the College of Educational Studies at the beginning of the semester/term prior to the one in which a student plans to student teach. Subject matter competency or passage of CSET must be met prior to enrolling in student teaching.

1. Student teaching consists of one semester of full-day student teaching. If the candidate is in one of the special education programs, one assignment must be in a special education setting.
2. Student teaching placements must be completed in public schools.
3. Student teaching placements are made by the coordinator, not by students.
4. All student teachers will be supervised by university personnel.
5. Student teaching placements in special education classrooms are not acceptable for the single subject only or multiple subject only credential. Summer school placements are not acceptable unless in year-round public schools.
6. Single subject experience must be in the appropriate subject area. Neither substitute teaching, work as a teacher's aide, nor various specialist-type teaching experiences may apply. An exception may be made in a situation in which a district hires a full-time permanent substitute assigned to a single classroom for a full school year and the substitute is evaluated by the same procedure as a contract teacher, if begun prior to admission.
7. Special education teacher candidates must meet with their advisor prior to application for student teaching.

Student Appeal Process

Each student has the right of academic appeal. Appeal should first be made to the coordinator of the appropriate credential program. Further appeal may be made to the dean of the College of Educational Studies, and then to the appropriate committee. There is no appeal beyond the Office of the Chancellor.

Educational Placement Files

The Career Development Center will assist teachers and school personnel to establish a "Self-Managed Educational Placement File." Handouts are available in the Career Development Center. These materials can be accessed as well through their web site at www.chapman.edu/CDC/students/teacherEPF.asp.

Teacher Credential Program

A California multiple subject, single subject, or special education (education specialist) teaching credential requires both proof of subject matter competence and completion of an approved credential program. Students seeking to obtain any one or more of the teaching credentials must make formal application and be admitted to teacher credential program before beginning course work.

Students admitted to credential programs are not automatically admitted to master's degree programs, but must declare their intent when applying.

Students interested in completing a master's degree program must submit an application and meet all criteria for admission.

Requirements for Admission

1. Have a baccalaureate degree from a regionally accredited institution.
2. Possess a grade point average of 2.750 calculated over the most recent 60 semester (or 90 quarter) credits completed; this may include an average of up to 15 graded semester (22½ quarter) credits of graduate level course work that are applicable to a graduate degree program at an institution other than Chapman. The graduate level course work must have been completed prior to consideration for admission to Chapman.

   Applicants to the single subject credential must also have a cumulative grade point average of 2.750 in their major field to be admitted.

   Applicants with a grade point average between 2.500 and 2.740 may be enrolled but are required to submit passing scores from one of the following standard admission tests. A passing score will fulfill both the admission and the major grade point average requirements. They may not enroll in any coursework until one of the tests is passed.

   • Graduate Record Examination (GRE): Achieve a minimum score on any two of three sections; the minimum score is 550 for the Quantitative section, 490 for the Verbal section or 4.5 on the Analytical Writing section. A score at or above the 60th percentile on any one of the Graduate Subject Tests is also accepted.
   • Miller Analogies Test (MAT): Achieve a minimum scaled score of 404.
   • California Subject Examinations for Teachers (CSET): Achieve a passing score.
3. Proof of passage of the CBEST and in the process of taking CSET. (Students are permitted to enroll in EDUC 401 or 503, EDUC 431 or 531, EDUC 451 or 551, EDUC 470 or 570, EDUC 471 or 571 without passage of CBEST and CSET).*
4. A Certificate of Clearance application and a current TB test verification must be submitted to the College of Educational Studies at the intake interview and be on file prior to enrollment in additional course work.
5. Possess personal qualities deemed suitable for teaching. (Note: Candidates who have been convicted or plead nolo contendere for any violation of the law, other than a minor traffic offense, may not be eligible for a California credential and must check with the program coordinator).
6. Complete the following application procedures:
   1. Apply and be admitted to the university through the Graduate Admission Office.
   2. Make formal application, complete an application interview, submit all required documents and be accepted into the credential program before enrolling in any education course (other than EDUC 401, or 503, EDUC 431, or 531, EDUC 451, or 551, EDUC 470, or 570, EDUC 471, or 571).
7. If credential courses other than clear credential prerequisites or courses have been taken within the last seven years at another institution, a letter attesting to the candidate's good standing must be received from that institution prior to admission to the College of Educational Studies.

*Minimally must show proof of registration for CBEST and CSET.

California Basic Education Skills Test (CBEST)

A passing score on the CBEST is a prerequisite for full admission to all credential programs and for enrollment in any additional courses other than EDUC 401 or 503, EDUC 431 or 531, EDUC 451 or 551, EDUC 470 or 570, EDUC 471 or 571. Students should submit a copy of their CBEST scores to the College of Educational Studies. The CBEST is given six times a year. The purpose of the test is to assure that teachers are competent in reading, writing, and mathematics. Candidates seeking admission to the multiple subject credential program may substitute the CSET Writing Skills Test.

Subject Matter Competence

All candidates who have not completed an approved subject matter preparation program must pass the appropriate examination (CSET) and any other required examinations. These examinations, with passing scores, must be on file in the education office by the deadline for application to student teaching.

General Requirements

Residency

Students entering credential programs will be required to complete a minimum of 2/3 of their credential course work at Chapman. Teacher preparation course work taken at other institutions will not be automatically transferable to Chapman. Special circumstances may be petitioned. Course work older than seven years will not be accepted.

A candidate for the CLEAR credential who has a preliminary credential from Chapman is considered to have met the residency requirement and will only need the EDUC 571 course from Chapman and could take the health and computer courses elsewhere if they meet state requirements. A student who is applying for the CLEAR from another university must take 6 credits from Chapman.

Scholarship

There are several State required examinations for California teachers (i.e. RICA for reading). These examinations, with passing scores, must be on file in the education office by the deadline for application to student teaching. Successful completion of the California Teacher Performance Assessments (TPAs) must also be verified by the Credential Analyst after student teaching prior to endorsement for a California Credential. Six semester credits of a foreign language or equivalent experience is desired. For course grading policy please refer to the Academic Policies and Procedures section of this catalog.

U. S. Constitution Competency

All credential candidates must complete an approved course with a grade of "C" or better covering the U. S. Constitution or pass a college level exam in this area. (POSC 110 meets this requirement).

CPR Requirements

All SB 2042 candidates must provide verification of CPR training for Child Infant and Adult prior to applying for the preliminary credential. All Ryan candidates must provide this verification prior to applying for the professional clear.

Professional Standards

Because the education graduate programs involve preparing people to work with the public, the school assumes the responsibility for reasonably assuring that individuals who complete the program are not only academically competent but are aware of and capable of functioning within the established ethical and professional standards of the profession. A student in the education graduate programs must adhere to the standards of the California Commission on Teacher Credentialing (CCTC) and should understand that he/she is being trained in a program which is not only academic, but also professional in nature.

According to the California Commission on Teacher Credentialing (CCTC) regulations, the institution has an obligation to public schools to dismiss candidates who are unsuited to be teachers. The institution reviews each candidate's competence throughout the program in all aspects, including written and oral communication skills and attitude, and informs candidates of their strengths and weaknesses, provides opportunities for corrective learning, places marginal candidates on probation, dismisses candidates who are determined to be unsuited as teachers, and considers candidate appeals.

The University has both the right and obligation, therefore, to evaluate continually, and, if necessary, to terminate the student's participation in the graduate programs at any point for ethical violations and/or personal unsuitability for the profession.

Special Education Credentials Level I Mild/Moderate & Moderate/Severe

Chapman University offers special education (education specialist) teaching credentials in two disability areas: mild/moderate and moderate/severe.

Requirements

1. Passing score on the CBEST examination.
2. Subject matter preparation requirement: Subject matter requirements in special education are met by completing the subject matter requirements from either single subject or multiple subject programs. If the candidate already holds another basic teaching credential (i.e., multiple subject or single subject), no additional subject matter requirement is necessary.
3. Passing score on the RICA exam prior to application for credential (exam should be taken after EDUC 400, or 500).
4. All candidates completing any Level I special education credential MUST complete Level II within five years of obtaining their first special education teaching position following the completion of the Level I credential.
5. All students entering any education specialist program MUST attend an orientation.

Course Requirements

required courses (32 credits)

one of the following emphases (9 credits)

Mild/Moderate Emphasis

Moderate/Severe Emphasis

Multiple Subject Credential and Multiple Subject Credential with BCLAD Emphasis

The multiple subject credential authorizes the holder to teach all subjects in a self-contained classroom, K-12, as well as in preschool and adult education. It is the credential sought by those who wish to teach elementary school (K-6).

Requirements

1. Passing score on the CBEST.
2. Passage of CSET prior to Student Teaching (EDUC 482, or 582).
3. If a candidate has not passed CBEST or CSET upon application, then proof of registration must be provided.
4. Passing score on the Reading Instruction Competence Assessment (RICA) exam prior to application for a credential (not to be taken before completion of EDUC 400, or 500).

NOTE: Six semester credits of a foreign language or equivalent are highly recommended.

course requirements

*Required for bilingual emphasis candidates only.

BLCAD Emphasis Only

Single Subject Credential

In California, the appropriate credential to teach a specific subject in a departmentalized classroom at the middle school or high school level is the single subject teaching credential. This credential authorizes public school teaching in a departmentalized classroom. The single subject credential is also utilized by those who wish to be subject area specialists in any K-12 setting (such as fine/performing arts, physical education and other elective areas).

State examination requirements for the single subject credential

1. Passing score on all sections of the the CBEST prior to enrollment in EDUC 483, or 583.
2. Subject matter competence can be met by passage of appropriate California Subject Examinations for Teachers (CSET); or completion of approved program of subject matter course work, verified by a signed waiver from an accredited California four-year college or university, prior to enrollment in EDUC 483, or 583.
3. Passing scores on the California Teacher Performance Assessments (CalTPAs) applicable to the student's subject area. Typically, students must take and pass CalTPA 1, 2, 3 and 4 prior to completion of the credential program and issuance of the credential by the state.

Electronic portfolio account required

Beginning in fall 2009, all single subject credential candidates are required to maintain an active Chalk & Wire electronic portfolio account throughout their enrollment in the program. This account will be used to augment multiple courses from the list below.

course requirements

Professional Clear Credential

For holders of a Ryan credential, in order to obtain a professional clear credential, the Commission on Teacher Credentialing requires completion of a fifth year of study beyond the bachelor's degree. The fifth year must consist of at least 30 semester credits and include approved courses in health education (covering drugs, alcohol, tobacco and nutrition [EDUC 531], mainstreaming [EDUC 571], classroom applications of computers [EDUC 551], and valid certification in cardiopulmonary resuscitation (CPR), which covers adults, children, and infants.

1. A fifth year of study will consist of the following types of coursework:
   1. Courses in a teacher preparation program taken after conferral of the bachelor's degree.
   2. Courses in a master's degree program.
   3. Courses leading to advanced credentials, such as school administration.
   4. Courses used for additional subject matter preparation (i.e., programs, supplemental authorizations). A Chapman preliminary credential meets the residence requirement.
2. To receive Chapman University's recommendation for the professional clear credential, courses must meet the following guidelines:
   1. Be taken after the bachelor's degree or have been given post-baccalaureate status from the institution where it was taken (must be indicated on an official transcript from that institution).
   2. Be upper-division or graduate level except for a maximum of six (6) lower-division credits. Lower-division credits may only be composed of the health education course and/or courses used to meet the requirements for a supplemental authorization.
   3. One of the following grade requirements must be met:
      1. A grade of "B-" or higher
      2. Pass (based on pass/no pass scale)
      3. Credit (based on credit/no credit scale)
   4. A candidate must have completed a minimum of nine semester credits at Chapman University. A Chapman preliminary credential meets the residency requirement.
   5. At the time of application for the professional clear credential, the approved courses in health education, mainstreaming, and classroom application of computers must not be more than seven years old.
   6. Courses must be appropriate to the candidate's credential area or educational goals.
   7. Students who were enrolled at Chapman prior to January 1, 1998, and completed a CCAC approved mainstreaming course prior to that date may use that course toward the completion of the clear credential only. The course will not be accepted toward the MA, special education, or any special education credential at Chapman. Students are required to sign a statement indicating acknowledgment of this restriction.

      Students who first enrolled in course work after January 1, 1998, are required to complete EDUC 571 for credential recommendation.

   8. Some "extension" credit may be accepted. Such course work will not be accepted for a master's degree.

Students who obtained a preliminary credential under 2042 legislation, if employed in a California public school district, must obtain the Clear Credential through their district's BTSA/induction program.

Students not employed in a California public school district may obtain a clear credential through a program offered at a county office of education or a university that operates such a program.

Special Education Credentials Level II Mild/Moderate & Moderate/Severe

Induction into the education specialist Level II program must occur after the completion of the Level I education specialist credential. The Level II program consists of 15 credits (five courses) and the completion of the candidate's personal goals and objectives outlined in the Professional Induction Plan (IPP). To complete the Level II program, the candidate must teach two full-time years in the disability area for which they are receiving the credential (see your advisor for specific details); the time begins after the person receives their Level I credential. The entire Level II program must be completed within five years.

Special Education – Level II (15 credits)

requirements (12 credits)

one of the following (3 credits)

Preliminary Administrative Services Credential (Tier I)

This program is designed to meet the needs of experienced teachers and specialists who have the opportunity for, or interest in, positions in educational leadership and administration.

Requirements

1. Three letters of recommendation.
2. Résumé.
3. Intake interview.
4. Passing score on the CBEST.
5. Candidates must meet regular graduate admission criteria including GPA requirements. A 3.500 GPA or higher at the master's degree level replaces the undergraduate GPA requirement. (See the Admission section for more information).
6. Exit requirements: MA degree completed or in process at a regionally accredited institution, EDUC 571 or equivalent experience in special education, possession of a valid teaching credential with a minimum of three years verified full-time teaching experience or equivalent as defined by the California Commission on Teacher Credentialing (CCTC) and exit interview.
7. If a candidate has a master's degree, s/he can petition the program coordinator to waive six credits of comparable coursework taken within the acceptable time frame of SOE policy.

Transfer credits

Tier I candidates transferring in credits from other institutions will be required to complete a minimum of 9 semester credits in residence at Chapman University. Exceptions are granted by the faculty coordinator through a petition to the program.

required courses (or approved equivalents)

Course Descriptions - Communication Sciences and Disorders

CSD 500 Research Methods

Prerequisite, CSD majors only. Research methods, design, analysis within evidence-based-practice. Evaluate research studies in communication sciences and disorders; apply results of research-based intervention in practice of speech-language pathology. Understand roles as evaluators and consumers of research; learn to critically read literature, apply findings; identify own research to advance science. (Offered fall semester.) 3 credits.

Course Objectives:

The goal of this course is for students to demonstrate proficiency in the following knowledge areas:

1. Standard III-E: The applicant must demonstrate knowledge of standards of ethical conduct.
2. Standard III-F: The applicant must demonstrate knowledge of processes used in research and the integration of research principles into evidence-based clinical practice.
3. Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.

CSD 501 Articulation and Phonology

Prerequisite, CSD majors only. In-depth study of normal development of articulation/phonology, the nature and causes of abnormal articulation/phonology, and the assessment and treatment of these processes. Student develops skills in phonetic transcription of errors, administration and evaluation of articulation test results, and planning treatment procedures. (Offered fall semester.) 3 credits.

Course Objectives:

1. Demonstrate knowledge and skill in use of the International Phonetic Alphabet (IPA) for clinical transcription (both broad and narrow) of speech.
2. Demonstrate knowledge of the nature of articulation and phonological development and its breakdown, current theories used to explain these processes, and means of prevention for these disorders across the lifespan.
3. Demonstrate knowledge and skills of assessment tools, techniques involved in the proper administration of such tools, and appropriate evaluation, interpretation and clinical reporting of the assessment results.
4. Demonstrate knowledge of how to differentiate a phonological delay from a phonological deviancy.
5. Demonstrate knowledge of variables that may positively or negatively affect treatment outcomes for individuals with articulation or phonological disorders.
6. Demonstrate knowledge of the speech sound acquisition norms across languages.
7. Demonstrate the ability to interpret clinical research in the areas of articulation and phonology.
8. Demonstrate knowledge of the various therapy approaches available for managing articulation and phonology taking cultural differences into account.
9. Demonstrate knowledge of how to assess phonological skill in children at the emerging literacy stage.

CSD 502 Clinical Procedures and Professional Issues

Prerequisite, CSD majors only. Develop an understanding of the clinical process, clinical terminology, reviewing files, reviewing general disorder areas, understanding communication abilities of clients, positive and negative clinician traits, writing behavioral objectives, teaching and treatment techniques, data collection and analysis, and preparing for first clinical experience. (Offered fall semester.) 3 credits.

Course Objectives:

1. Demonstrate knowledge of the roles and responsibilities of speech, language and hearing specialists in schools and various health care settings that are consistent with the ASHA scope of practice.
2. Explore the ASHA Code of Ethics and requirements for the MA/MS degree, the Certificate of Clinical Competence from the American Speech, Language, and Hearing Association, state licensure, and the CRS Credential in Language, Speech and Hearing from the California Commission on Teacher Credentialing.
3. Compare and contrast professional practice across areas of specialty and service delivery sites.
4. Explore the clinical and supervisory processes and functions.
5. Learn principles that guide clinical services of interviewing, screening, evaluating, differentially diagnosing, devising treatment plans, setting goals and objectives, providing treatment, tracking progress, educating and/or counseling clients and their families, interacting with co-professionals, writing reports and lesson plans, and documenting each of these areas.
6. Demonstrate knowledge of appropriate assessment and intervention procedures, taking age related and diverse populations into account.
7. Observe videotaped client/parent interviews, screening, informal and formal assessment.
8. Describe screening protocols, procedures for formal assessment and informal assessment.
9. Practice interpreting test results.
10. Devise a treatment plan and set goals and objectives for individuals with articulation or phonology disorders based on a case study.
11. Review the aspects of a clinical report and a lesson plan.
12. Begin to develop a portfolio to track their clinical progress.

CSD 503 Language Disorders in Children

Prerequisite, CSD majors only. Disorders of language in children ages 3-21; impact on academic performance, high and low incidence disorders; prevention, screening, assessment, identification, and treatment. Principles/techniques of assessment, intervention focus on the periods of emergent language, language for learning, advanced adolescent language; integrated with students' clinical practicum. (Offered spring semester.) 3 credits.

Course Objectives:

1. Demonstrate an understanding of language disorders in children ages 3-21 years.
2. Demonstrate an understanding of the effect of language disorders on academic performance.
3. Recognize high and low incidence language disorders.
4. Screen for language disorders.
5. Assess and identify language disorders using media presentations and interactive video in ages 3 through 21.
6. Be able to list the principles of differential diagnosis and assessment.
7. Focus on critical periods of language growth.
8. Recognize and define adolescent language development.
9. Be able to apply this knowledge in the concurrent practicum course, CSD 610.

CSD 504 Fluency

Prerequisite, CSD majors only. Detailed information regarding stuttering and fluency disorders in children and adults. Theories of stuttering will be reviewed, culminating in demonstrations of assessment and treatment of disfluency and stuttering, cluttering behaviors that interfere with communication in school or work behaviors and cause emotional stress. (Offered spring semester.) 3 credits.

Course Objectives:

1. Identify the distinguishing language and speech characteristics of fluent and non-fluent communication.
2. Identify the distinguishing language and speech characteristics of normal non-fluency stages in early childhood, second language acquisition, and similar conditions.
3. Identify the distinguishing language and speech symptoms associated with childhood non-fluencies.
4. Identify characteristics of at least 6 theories of stuttering.
5. Describe specific procedures for informal assessment of stuttering.
6. Describe specific procedures for informal assessment of psychological aspects of stuttering behaviors.
7. Describe diagnostic criteria and appropriate diagnostic tests that identify individuals who stutter.
8. Describe and use standardized tests of stuttering that are appropriate in inpatient and outpatient settings.
9. Recognize and use traditional and controversial methods of measuring change in persons who stutter in video simulations, and then in actual clinical settings provided in the concurrent practicum class.
10. Identify and practice using intervention methods such as cancellations, pullouts, slow and easy speech, turtle talk, easy onsets, etc.
11. Describe literature based inpatient and outpatient treatment procedures for patients with mild, moderate and severe disfluency resulting from right hemisphere dysfunction and/or other brain injury.
12. Describe literature based treatment procedures for persons with late onset stuttering.
13. Write diagnostic reports about stuttering clients that are appropriate for both educational and healthcare settings.

CSD 505 Autism Spectrum Disorders and Early Childhood Assessment

Prerequisite, CSD majors only. Autism Spectrum Disorder (ASD's) diagnosis, etiologies, and characteristics across the lifespan. Current, controversial, traditional treatments: Applied Behavior Analysis, Theory of Mind, Weak Central Coherence, "Extreme Male" theory, biomedical issues, special diets, chelation, and Pivotal Response Theory. Early childhood assessment critical to diagnosis and intervention. (Offered spring semester.) 3 credits.

Course Objectives:

1. Compare and contrast the major theories of autism.
2. Recognize the historical foundations of the condition.
3. Identify the most critical elements to assess.
4. Demonstrate knowledge of family intervention strategies.
5. Research the intervention approaches used in local school districts.
6. Complete a case study evaluation process on one client and determine evidence-based interventions and their rational.
7. Recognize CAM strategies.
8. Be able to list the public policy changes of the last decade regarding ASD.
9. Know when persons with ASD need less, not more therapy.
10. Select AAC systems, including SGD's, that are likely to be successful and why.

CSD 506 Neuroanatomy

Prerequisite, CSD majors only. This course provides detailed information regarding the peripheral and central nervous systems as they relate to normal speech and voice production, language, cognition and swallowing. Students will gain an increased awareness of neuropathologies that contribute to neurogenic communication disorders and dysphagia. (Offered fall semester.) 3 credits.

Course Objectives:

1. Describe and explain the gross anatomy and blood supply of the brain and spinal cord.
2. Describe the structure and physiology of neurons and neural transmission.
3. Describe the neural basis of speech production.
4. Conduct an examination of the cranial nerves that support speech and swallowing.
5. Describe the organization of language in the brain and the neural basis of language and visual and speech perception.
6. Describe the neural basis of swallowing, sensation and muscle tone.
7. Describe the neural basis of the direct and indirect pathways for voluntary movement.
8. Describe the neural basis for cognition including arousal and alertness, attention, perception, memory skills and executive functions.
9. Describe common vascular pathologies and other neuropathologies that disrupt communicative, swallowing and/or cognitive functioning.
10. Identify the site(s) of lesion for nonfluent versus fluent aphasias as well as global aphasia and each dysarthria and acquired apraxia of speech given a set of speech, language, cognitive and/or swallowing symptoms.

CSD 507 Augumentative and Alternative Communication (AAC) and Cognitive Aspects of Communication

Prerequisite, CSD majors only. Augmentative and alternative communication (AAC), related assistive technology used to aid individuals with complex communication needs (e.g., severe physical impairments, sensory impairments, severe communication disorders, etc.); impact of cognitive, educational, physical, psychosocial, and linguistic aspects of human behavior on AAC use, assessment, intervention, research issues. (Offered summer.) 3 credits.

Course Objectives:

1. Learn to accurately identify individuals who could benefit from the use of AAC and related assistive technology.
2. Learn how to assess AAC needs in individuals with a variety of disabilities.
3. Gain an appreciation of cultural diversity as it relates to the selection and use of AAC devices and systems.
4. Become familiar with a variety of AAC devices and systems (both high and low tech) and learn to use them.
5. Become familiar with the assets and limitations of representative types of AAC systems and devices.
6. Be able to provide a supported explanation of the "cognitive referencing" models and why it should or should not be used to determine eligibility for speech and language services.

CSD 508 Diagnostics and Assessment

Prerequisites, CSD majors only, satisfactory completion of clinical observation, clinical placement I. Art and science of diagnostic assessment; knowledge/skills to assess communication disorders across the lifespan; interpret assessment findings, communicate results. Test development/measurement validity, reliability, standardized scores. Active test administration; combine case history assessment information to develop client profiles leading to diagnosis, recommendation, treatment goals. (Offered summer.) 3 credits.

Course Objectives:

1. Acquire the knowledge and skills needed to assess communication disorders across the lifespan.
2. Learn each of the types of assessment listed in content by disorder type, age, and functionality- in a bias-reduced or bias-free environment.
3. Demonstrate knowledge and skills of assessment and differential diagnosis outlined in ASHA Standard IV-B and IV-G, plus the competencies outlined in the California Speech Language Pathology Services Credential.

CSD 509 School-Based Issues

Prerequisite, CSD majors only. Issues surrounding the educational system where many speech language pathologists work, including understanding/appreciation of varying processes/procedures. Legislative foundations, referral/assessment process, Student Study Team, IEP process, RTI, service delivery options, specific state curriculum standards, specialized services, review of SLP role in public school. (Offered fall semester.) 3 credits.

Course Objectives:

1. Demonstrate knowledge of the legislative foundation for special education. (III-E, III-G) and identify and describe aspects of local, state, and federal eligibility and dismissal criteria of students with speech impairment in the public school setting.
2. Demonstrate knowledge of the referral and assessment process (III-B, III-C, III-D).
3. Demonstrate knowledge of the IEP process (III- B, III-C, III-D, III-E, & IV-B).
4. Develop appropriate plans of treatment, including goals, for a variety of communication disorders (III-B, III-C, III-D, IV-B, IV-G).
5. Demonstrate knowledge of a variety of service delivery models (III-F, III-G).
6. Demonstrate knowledge of specialized services in the public schools (III-B, III-C, III-D, III-G, IV-G) including literacy and early literacy.
7. Present a current topic to peers regarding evaluation and treatment of communication skills in the public school setting (III- F, III-G, IV-B).
8. Demonstrate knowledge of ethical considerations and professional issues that relate to the public school setting (III- E,III-G) including various service delivery options and discuss workload analysis and functional outcome measures.
9. Be aware of cultural issues as they relate to the practice of speech language pathology in the public school setting. (III-D) including students with autism spectrum disorders, students with assistive technology, and students with dysphagia.
10. Identify and describe aspects of IDEA 2004, Section 504, Least Restrictive Environment, eligibility for special education services, Procedural Safeguards, and No Child Left Behind Act.
11. Identify and describe the referral process and components of the assessment process including: standardized and non-standardized instruments, eligibility criteria from IDEA, criteria referenced assessments, present level of performance, and parent/teacher input.
12. Identify and describe components of an Individualized Education Plan (IEP) and the role of the SST committee including curriculum based goals and present level of performance, and family/staff input, and members of the SST committee.
13. Describe various aspects of the role of the speech language pathologist in the pre-school setting, elementary setting, and secondary setting.
14. Apply specific certification, licensing, and ethical issues in the public school setting.

CSD 510 Adult Language Disorders

Prerequisites, graduate standing, CSD 511, 660. Detailed information regarding acquired speech, language and cognitive-communicative disorders and the neurological conditions that cause them. Students will become familiar with procedures for assessment, treatment and management of patients in locations ranging from the intensive care unit to outpatient services. (Offered fall semester.) 3 credits.

Course Objectives:

1. Identify the distinguishing language and speech characteristics of each of the aphasias, including progressive aphasias.
2. Identify the distinguishing language and cognitive symptoms characteristic of right hemisphere dysfunction.
3. Identify the distinguishing language and cognitive symptoms associated with traumatic and non-traumatic brain injury.
4. Identify characteristics of reversible versus irreversible dementias.
5. Identify the essential information and methods used when obtaining a complete medical history in both inpatient and outpatient settings.
6. Demonstrate the ability to synthesize current and previous medical history, previous life functioning and current communication and cognitive abilities/ needs as part of determining treatment diagnosis and prognosis.
7. Describe specific procedures for informal assessment of aphasia in both inpatient and outpatient settings.
8. Describe specific procedures for informal assessment of cognition in both inpatient and outpatient settings.
9. Explain criteria for making differential diagnosis of aphasia versus the cognitive communication disorders associated with right hemisphere dysfunction, and traumatic and non-traumatic brain injury.
10. Describe diagnostic criteria and appropriate diagnostic tests that identify individuals that may have dementia.
11. Describe standardized tests of language and cognition that are appropriate in inpatient and outpatient settings.
12. Describe literature based inpatient and outpatient treatment procedures for patients with mild, moderate and severe nonfluent and fluent aphasias.
13. Describe literature based inpatient and outpatient treatment procedures for patients with mild, moderate and severe cognitive communication disorders resulting from right hemisphere dysfunction and/or other brain injury.
14. Describe literature based treatment procedures for persons with dementia.
15. Write diagnostic reports appropriate for both inpatient and outpatient settings.

CSD 511 Disorders of Swallowing/Dysphagia

Prerequisite, CSD majors only. In-depth study of the anatomy and physiology of the normal swallow in children and adults. Neurological and oncologic disorders which affects the swallowing process. Evaluation of the patient with dysphagia includes clinical and instrumental analysis. Treatment plans based on history and evaluation results will be designed and examined. Historical and current research and its effects upon the assessment and management of swallowing disorders. (Offered spring semester.) 3 credits.

Course Objectives:

1. Identify the anatomy, physiology, and neural controls involved in normal swallowing for children and adults. Describe primary physiological systems such as respiratory, gastrointestinal, musculoskeletal, and sensory systems.
2. Demonstrate knowledge of normal swallowing processes, including primary & underlying etiologies to determine presence or absence of dysphagia in children and adults.
3. Identify symptoms, underlying etiology, and pathophysiology of dysphagia in special populations (i.e., tracheostomized and ventilator dependent patients, patients with multiple diagnosis/comorbidities, and patients with postsurgical anatomical variations, systemic medical conditions, etc.).
4. Identify and practice evidence-based methods for instrumental and noninstrumental assessment of dysphagia across the life span.
5. Devise research-supported therapy/management plans for the treatment of specific swallowing impairments, taking into account motivation level, quality of life, cultural, ethical, and moral issues.
6. Describe and practice basic radiation safety protocols for speech-language pathologists and patients during radiographic swallow evaluation.
7. Identify options for dysphagia teaming models that are appropriate for a variety of practice settings and environments.
8. Successfully write a dysphagia evaluation based on objective findings of clinical and instrumental results.

CSD 512 Multicultural and Second Language Acquisition

Prerequisite, CSD majors only. Current theories on language acquisition and practical application pertaining to culturally and linguistically diverse persons with communication disabilities. Develop cultural competence in assessment, intervention, family/community interactions; support successful school, healthcare experiences across lifespan; will address use of interpreters and community resources for language difference, disorder, disability. (Offered spring semester.) 3 credits.

Course Objectives:

1. Study factors that influence the education and healthcare of language minority individuals.
2. Examine the socio-psycholinguistic and neurobiological view of language and literacy development, including compare/contrast of the phonology, morphology, syntax, semantics and pragmatics of multiple languages.
3. Become familiar with language acquisition theory and the works of Chomsky, Vygotsky, Hymes, Halliday, Krashen, Cummins, Asher and others.
4. Examine the historical development of educating immigrants and other second language populations in the US, the timeline of English language development, including English immersion and bilingual education and the legal evolution at the state and federal level as well as major judicial decisions that affect the educational system including, but not limited to, Lau v. Nichols; Castañeda v. Pickard , ESEA, and Proposition 227.
5. Study the models of English language development and instruction (audio-lingual, natural approach, direct, contextual) and critique the effectiveness of these approaches for different age, language and modality groups.
6. Examine the ELD Standards and how they relate to the California Academic Content Standards.
7. Recognize and use culturally less-biased assessment methods for determining speech and language disabilities, disorders and differences.
8. Study the organizational program delivery models of bilingual education (transitional, dual immersion, maintenance) and English Immersion (submersion, structured, and mainstream) and critique the effectiveness of these models.
9. Practice facilitating access for all persons, engaging them in the language acquisition and learning process by studying the processes that can deny or ensure equal access to the core curriculum and to healthcare.

CSD 513 Voice, Resonance, and Craniofacial Disorders

Prerequisite, CSD majors only. In-depth-study of etiology, interdisciplinary assessment, remediation of communicative impairments in children and adults with craniofacial anomalies. Etiological factors and methodology for prevention, diagnosis, and treatment of functional and organic disorders of voice across the lifespan and in diverse populations. (Offered spring semester.) 3 credits.

Course Objectives:

1. Demonstrate knowledge of the anatomic, neurological and physiological bases of the respiratory, phonatory and resonance systems across the lifespan.
2. Demonstrate knowledge of the acoustics of voice source and vocal tract properties in optimal and disordered voice production across the lifespan.
3. Demonstrate knowledge of the nature, etiology prevalence/incidence across racial/ethnic groups, classification, symptoms and differential diagnosis of voice, cleft palate, and craniofacial disorders and current theories used to explain these disorders.
4. Demonstrate knowledge of basic motor skill acquisition theory as it relates to vocal rehabilitation and habilitation.
5. Demonstrate knowledge and awareness of socio-linguistic and cross-cultural differences in voice use patterns such as quality, pitch, loudness and resonance.
6. Demonstrate knowledge and skills related to differential diagnosis through the selection and use of assessment tools and techniques, proper administration of such tools, and appropriate evaluation, interpretation and documentation of the assessment results.
7. Demonstrate knowledge and skills in the selection of appropriate management procedures and strategies, evidence-based practice, planning, selecting and documenting appropriate treatment goals and objectives and understanding of how to administer such treatment.
8. Demonstrate knowledge and skills in prevention of voice, cleft palate and craniofacial dis-orders and in development of vocal wellness programs.
9. Demonstrate knowledge of appropriate referrals to medical and allied health professionals.

CSD 514 Motor Speech Disorders

Prerequisite, CSD 506. In-depth study of motor speech disorders in children/adults resulting from developmental, acquired and progressive conditions caused by damage to the central and peripheral nervous system. Neurological bases of speech production; detailed information regarding general speech characteristics found in apraxia of speech and dysarthrias. (Offered spring semester.) 3 credits.

Course Objectives:

1. Identify distinctive characteristics of: a) each of the acquired dysarthrias in adults and children; b) developmental motor speech disorders in children including dysarthria and developmental apraxia of speech; c) acquired apraxia of speech; d) progressive motor speech disorders.
2. Describe the neural substrates and common neuropathologies for each of the dysarthrias as well as apraxia of speech; discuss the contributions of current research that relates to perceptual, acoustic, and physiologic assessment and treatment of motor speech disorders.
3. Demonstrate use of both informal clinical motor speech assessment and standardized testing to determine differential diagnosis of motor speech disorders in both children and adults.
4. Design appropriate treatment procedures for: a) children with developmental apraxia of speech or dysarthria; b) for adults with acquired dysarthria of speech; c) for adults with acquired apraxia of speech.
5. Describe speech supplementation approaches to enhance speech intelligibility as well as how and when to implement use of assistive technology and/or augmentative and alternative communication (AAC) approaches.
6. Describe management of motor speech disorders from the perspective of the World Health Organization's ICF framework for approaching rehabilitation.
7. Describe a team approach for management of both primary and secondary motor speech disorders in children.
8. Summarize most current information from research regarding evidence for effectiveness and/or efficacy of treatment of motor speech disorders.

CSD 515 Advanced Audiology

Prerequisite, admission to CSD graduate program, or consent of instructor. This course is designed for the speech-language pathologist to understand the clinical procedures in audiology. The course will be divided into three major sections: 1) anatomy, physiology, and disorders of the ear, 2) amplification and prosthetics in audiology and audiologic rehabilitation, 3) special issues in audiology such as Auditory Processing Disorders (APD), counseling issues, and educational audiology. (Offered fall semester.) 3 credits.

Course Objectives:

After successfully completing this course students should have a working knowledge of the following:

1. Scope of practice in audiology.
2. Anatomy and physiology of the ear.
3. Common pathologies of the ear.
4. Air and bone conduction audiometry, speech audiometry, immittance, otoacoustic emissions, auditory brainstem response measurements.
5. Basic audiologic interpretation.
6. Cochlear implants - criteria, audiologic process, and rehabilitation.
7. Assessment and management of Auditory Processing Disorder (APD).
8. Different types of hearing aids.
9. Minor troubleshooting of hearing aids.
10. Educational audiology and sound field amplification.
11. Counseling in audiology.

CSD 516 Counseling

Prerequisite, CSD majors only. This course will introduce students to the counseling skills needed by speech-language pathologists in their daily interactions with clients/patients and their families. A broad overview of counseling theories and techniques will be provided, with an emphasis throughout the course on "positive psychology" and a wellness perspective. Students will understand the emotional needs of individuals with communication disorders and their families and how communication disorders affect the family system. Counseling needs of individuals with specific disorders will be discussed, including those with fluency disorders, autism spectrum disorders, hearing loss, acquired/adult language and cognitive disorders, and congenital disorders. (Offered summer.) 3 credits.

Course Objectives:

The goal of this course is for students to demonstrate proficiency in the following knowledge and skill areas:

Knowledge Objectives:

1. Demonstrate knowledge of basic human communication processes, including the psychological basis of communication (III-B).
2. Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences, including psychological correlates (III-C).
3. Demonstrate knowledge of standards of ethical conduct and integration of research principles into evidence-based clinical practice (III-E, III-F).
4. Develop knowledge of contemporary professional issues (III-G).

Skill Objectives:

1. Possess skills in oral and written or other forms of communication sufficient for entry into professional practice (IV B).
2. Possess skills in collection and integration of case history information from clients/patients, family members, caregivers, and other relevant professionals that affects treatment decisions (IV-G).
3. Possess skills in interpreting, integrating, and synthesizing information to develop appropriate intervention plans, including the need for referral, that respect needs and wishes of clients/patients and other relevant others (IV-G).
4. Possess skills to communicate effectively with clients/patients and relevant others, recognizing their needs, values, preferred modes of communication and cultural/linguistic background (IV-G).
5. Possess skills to provide counseling regarding communication and swallowing disorders to client/patient and relevant others (IV-G).

CSD 610 Observation

Prerequisites, CSD majors. Students will acquire 25 hours of observation required by the American Speech-Language Hearing Association (ASHA) in assessment and intervention with culturally/linguistically diverse populations across the life-span. Professional and ethical issues in settings include hospitals, schools, clinics, skilled-nursing facilities, homes. (Offered fall semester.) 1 credit.

Course Objectives:

1. Complete the pre and post observation forms described below.
2. Observe speech and language assessment and intervention in a variety of settings in the community for a minimum of 25 hours using a signed log.
3. Engage in discussion with other students and the instructor.
4. Reflect on all aspects of clinical work listed in the observation checklist.
5. Be able to identify, name, categorize and critique speech and language assessment and treatments observed across settings and ages.

CSD 620 Clinical Practicum

Prerequisite, CSD majors only. Students will acquire 45 hours of clinical experience in both assessment and intervention in the areas of phonology, language disorders of children, fluency, and autism spectrum disorders. Clinical contact will include linguistically and culturally diverse populations across the life-span in a variety of settings. (Offered spring semester.) 1 credit.

Course Objectives:

1. This course will provide the clinical contact hours required by ASHA for certification of clinical competence.
2. Disorder areas for clients will correspond to the disorder areas addressed in the academic course work for the semester.
3. The first 25 hours of CSD 620 (students' first practicum assignment) will be under 100% direct supervision of the clinical supervisor.
4. Students will participate in three hours of clinic per week for 15 weeks for a total of 45 contact hours.

CSD 630 Clinical Practicum

Prerequisites, CSD 610, 620, CSD majors only. Students will acquire 45 hours of clinical experience in patient counseling, diagnostics, and both assessment and intervention for individuals with cognitive impairment and those who use, or are candidates for, augmentative and alternative communication (AAC) devices. Clinical contact will include linguistically and culturally diverse populations across the life-span in a variety of settings. Practicum may begin as early as June of the first year. (Offered summer.) 1 credit.

Course Objectives:

1. This course will provide the clinical contact hours required by ASHA for certification of clinical competence.
2. Disorder areas for clients will correspond to the disorder areas addressed in the academic course work for the semester.
3. Students will receive a minimum of 25% supervision according to ASHA guidelines; however this amount may be increased depending on student need at the discretion of the supervisor.
4. Students will participate in three hours of clinic per week for 15 weeks for a total of 45 contact hours.

CSD 640 Clinical Practicum

Prerequisites, CSD 610, 620, 630, CSD majors only. Students will acquire 105 hours of clinical experience in a school-based speech and language services setting. Clinical contact will include linguistically and culturally diverse populations. CSD 640 may include a paid clinical internship in a school-based setting. (Offered fall semester.) 3 credits.

Course Objectives:

1. This course will provide the clinical contact hours required by ASHA for certification of clinical competence.
2. Disorder areas for clients will correspond to the disorder areas addressed in the academic course work for the semester.
3. Students will receive a minimum of 25% supervision according to ASHA guidelines; however this amount may be increased depending on student need at the discretion of the supervisor.
4. Students will participate in seven hours of practicum per week for 15 weeks for a total of 105 contact hours.

CSD 650 Clinical Practicum

Prerequisites, CSD 610, 620, 630, 640, CSD majors only. Students will acquire 105 hours of clinical experience in health-care/medical setting. Clinical contact will include specialty areas of dysphagia and motor speech disorders with linguistically and culturally diverse populations. CSD 650 may include a paid clinical internship in a health-care setting. (Offered spring semester.) 3 credits.

Course Objectives:

1. This course will provide the clinical contact hours required by ASHA for certification of clinical competence.
2. Disorder areas for clients will correspond to the disorder areas addressed in the academic course work for the semester.
3. Students will receive a minimum of 25% supervision according to ASHA guidelines; however this amount may be increased depending on student need at the discretion of the supervisor.
4. Students will participate in seven hours of practicum per week for 15 weeks for a total of 105 contact hours.

CSD 660 Clinical Practicum

Prerequisites, CSD 610, 620, 630, 640, CDS majors only. Students will acquire 105 hours of clinical experience in paid externship in health-care or school setting. Clinical contact will include linguistically and culturally diverse populations. Students in CSD 660 may focus on a specialty area: voice, cranio-facial disorders, cognitive disabilities. (Offered summer.) 3 credits.

Course Objectives:

1. This course will provide the clinical contact hours required by ASHA for certification of clinical competence.
2. Disorder areas for clients will correspond to the disorder areas addressed in the academic course work for the semester.
3. Students will receive a minimum of 25% supervision according to ASHA guidelines; however this amount may be increased depending on student need at the discretion of the supervisor.
4. Students will participate in seven hours of practicum per week for 15 weeks for a total of 105 contact hours.

CSD 698 Capstone

Prerequisite, CSD majors only. This capstone course will help students write a thesis, project or take the comprehensive exam. Students who have successfully passed the national praxis exam in speech language pathology do not need to take the comprehensive exam. This requires the approval of the Program Director. (Offered summer.) 1 credit.

Course Objectives:

1. Students will demonstrate the following learning outcomes according to the ASHA Knowledge and Skills Acquisition (KASA) rubric:
   1. Standard IV-B: Skill in oral and written or other forms of communication sufficient for entry into professional practice.
   2. Implementation of Standard IV-B will include written and/or oral discussion of technical reports, diagnostic and treatment reports, treatment plans, and professional correspondence.
2. Learning outcomes:
   1. Determine the capstone activity
   2. Reflect on the scope of material leaned.
   3. Attend the Praxis Review course given at Chapman or in another setting.
   4. Prepare to take the comprehensive exam.
   5. Design professional goals.
   6. Receive and organize all of their official documentation for application for CFY, CCC state credential, state license, etc.
   7. Complete an exit interview.

Course Descriptions - Counseling and School Psychology

CSP 500 Introduction to Counseling and Mental Health Interventions

Prerequisite, acceptance into the graduate program in Professional School Counseling or School Psychology. This course introduces students to theories of counseling and mental health interventions. The emphasis will be on developing skills in a solution focused approach to counseling and interviewing. Major units of study include theories of change, resiliency, legal and ethical issues in counseling, and characteristics of a "strength-based" or "solution-focused" approach to counseling. Students will have the opportunity to learn and practice the communication skills necessary for establishing rapport, collaboratively creating appropriate goals, and evaluating progress in counseling. (Offered fall semester.) 3 credits.

Course Objectives:

1. Course goals include both knowledge and skills. Instructors should construct their study units, class activities, and out-of-class assignments so that each of the following course goals receives adequate coverage.
2. Know how different approaches to counseling and psychotherapy describe the process of change.
3. How research literature describes the "common factors" of effective counseling and psychotherapy and the "stages of change" approach to change.
4. The social and psychological factors that foster resiliency in children, youth, and families.
5. Ethical and legal principles of confidentiality, mandate to report abuse, and neglect, and access to records.
6. The characteristics of a "strengths" or "solution-focused" perspective to counseling and how this approach builds self-esteem and personal responsibility.
7. The steps or stages of a solution-focused interview.
8. Evaluating outcomes in the counseling process.
9. Non-evaluative listening skills, including attending, observing nonverbal behavior, asking open-ended questions, summarizing, and paraphrasing.
10. Evaluating client/counselor relationships and matching communication to a client's readiness for change.
11. Assisting clients of different ages and developmental levels to develop realistic and achievable goals and action plans for successfully achieving those goals.
12. Utilizing Goal Attainment Scaling in the counseling process.
13. Interviewing children and youth of different ages and developmental levels to identify strengths and resources.
14. Interviewing to evaluate progress towards goals.
15. Communicating limits on confidentiality mandate to report abuse to clients.

CSP 510 Introduction to the Ethical Practice of School Psychology

Prerequisite, acceptance into the graduate program in school psychology. This is the introductory course to the specialist program in school psychology at Chapman University. It introduces students to the roles school psychologists play in public schools, ethical and legal guidelines that shape the profession, and emergent practices. Students are required to spend a minimum of 10 hours of fieldwork interviewing and observing an experienced school psychologist. (Offered fall semester.) 3 credits.

Course Objectives:

Students will gain knowledge of:

1. The requirements and expectations of the school psychology program at Chapman University, including: required course work and field experiences; ETS Praxis Exam in School Psychology; development of a professional portfolio; applying for a certificate of clearance and other California credentials; and applying for and successfully taking the CBEST.
2. The philosophy and mission of the school psychology program at Chapman University, including the importance of, collaboration, cultural competence, oral communication, reflection, and written communication.
3. The roles school psychologists play in the public schools.
4. State requirements for certification as a school psychologist and NASP requirements for N.C.S.P.
5. The history and foundations of school psychology in the United States.
6. The professional organizations that support and promote the profession of school psychology - APA, NASP, CASP.
7. Models and professional standards for the education and supervision of future school psychologists.
8. The ethical standards of professional school psychology, including the American Psychological Associations, the National Association of School Psychologists, and the California Association of School Psychologists.
9. Current legal mandates, including child abuse and neglect reporting laws, client confidentiality, attendance, truancy, state and federal regulations related to special education, and the legal and ethical use of tests and assessment materials.
10. An ethical decision making process and the appropriate options to be pursued when confronted with an ethical dilemma.
11. Emergent practices in professional school psychology, including data based decision making, consultation, effective instruction, development of life skills, student diversity, school organization, policy, and climate, mental health, home/school collaboration, research and program evaluation, school psychology practice, and information development.
12. Chapman University assessment themes: assessment results should thoroughly describe a student so that teachers, parents, and the students themselves better understand their strengths and weaknesses; assessment should be hypothesis driven and respond to specific questions or concerns; assessment should be child centered and lead to improvement of learning; assessment should be comprehensive and make use of different kinds of data gathered from a variety of sources; assessment results should be clearly communicated, verbally and in writing, so that the results and implications are easily understood and helpful to all stakeholders.
13. The structure and organization of regular and special education programs in the schools.
14. The structure and organization of collaborative problem solving and pre-referral teams in the schools.
15. The impact of cultural and socioeconomic diversity on the delivery of school psychological services.
16. The leadership roles school psychologists play in public schools and alternate models for the effective delivery of school psychological services in a social and culturally diverse environment.

CSP 511 Introduction to the Ethical Practice of Professional School Counseling

Prerequisite, acceptance into the graduate program in school counseling. This is the introductory course to the graduate program in school counseling at Chapman University. It introduces students to the comprehensive developmental professional school counseling model advocated by the American School Counselor Association (ASCA), the roles counselors play in the public schools, the ethical and legal guidelines that shape the profession, and emergent practices in individual and group assessment, academic advisement, career counseling, crisis intervention, personal/social counseling, consultation, and systems change. (Offered fall semester.) 3 credits.

Course Objectives:

Students will gain knowledge and skills in the following areas:

1. The requirements and expectations of the school counseling program at Chapman University, including: required course work and field experiences; ETS Praxis Exam in School Counseling; development of a professional portfolio; and if needed, complete and submit an application for a Certificate of Clearance.
2. The philosophy and mission and "big ideas" of the school counseling program at Chapman University, including commitment to service and advocacy, written and oral communication skills, cultural competence, collaboration, strength perspective, ecological perspective, evidence-based practice, tolerance for complexity and ambiguity, and self-reflection.
3. An awareness of self and others within the context of professional school counseling.
4. The components of a comprehensive developmental guidance and counseling program within the context of a multicultural and diverse society (specifically relating to the needs of California students and families).
5. The historical, philosophical, theoretical, and professional foundations of counseling in general and counseling students in the school in particular.
6. A framework of the specific roles and functions of a professional school counselor.
7. The primary services provided by professional school counselors.
8. The ethical standards of professional school counseling (ACA, AACD, CACD).
9. Ethical decision making - how to think about ethical dilemmas.
10. Legal issues important to school counseling including: attendance and truancy, child neglect and abuse, Section 504 and IDEA, and confidentiality.
11. An awareness and empirically supported perspective to issues and concerns confronting professional counselors.
12. How to promote a collaborative relationship between the school, families, community agencies, and other outside community systems.
13. How to develop a guidance curriculum in the school.
14. Emergent practices in professional school counseling: individual and group assessment; academic advisement; career counseling; crisis intervention; personal/social counseling; consultation; and systems change.
15. How to coordinate referrals to school psychologists, nurses, social workers, and other community providers.
16. An awareness and understanding of the school counseling program model recommended by the California Department of Education, the American School Counselor Association (ASCA), the California Association for Counseling and Development (CACD), and the California School Counselor Association (CSCA).
17. An awareness of the national and state professional school counseling organizations and associations (i.e., ACA, ASCA, CACD, CSCA, ACES, CACREP, NBCC, etc.).
18. An awareness of scholarly work within the field of professional school counseling, including outcome research, and how it can assist the practicing school counselor.
19. The writing style of the American Psychological Association.

CSP 512 Advanced Counseling and Mental Health Intervention

Prerequisites, CSP 500, and 510, or 511. This course builds on the knowledge and skills in solution focused interviewing learned in CSP 500. The emphasis is on gaining competency in using art, games, play techniques and writing assignments with children and youth, identifying and assisting clients to access community resources, implementing crisis interventions and management, assessing risk and intervening with clients who threaten suicide, helping pupils cope with loss, responding to violence and intervening with problems of drug and alcohol use. (Offered spring semester.) 3 credits.

Course Objectives:

1. Review knowledge gained in CSP 500 or an equivalent course:
   1. How the research literature describes the "common factors" of effective counseling and psychotherapy.
   2. The social and psychological factors that foster resiliency in children, youth, and families.
   3. Ethical and legal principles of confidentiality, the mandate to report abuse, and neglect, and access to records.
   4. The steps or stages of a solution-focused interview.
2. Practice and refine skills gained in CSP 500 or an equivalent course:
   1. Non-evaluative listening skills, including attending, observing nonverbal behavior, asking open-ended questions, summarizing, and paraphrasing.
   2. Evaluating client/counselor relationships and matching communication to a client's readiness for change.
   3. Assisting clients of different ages and developmental levels to develop realistic and achievable goals and action plans for successfully achieving those goals.
   4. Interviewing of different ages and developmental levels to identify strengths and resources.
   5. Formulating feedback and homework tasks for clients based on their readiness for change.
   6. Interviewing to evaluate progress towards goals.
3. Gain knowledge of:
   1. The uses of art, games, and play techniques with children and youth of different ages and developmental levels.
   2. The use of journal writing and writing techniques with children and youth of different ages and developmental levels.
   3. Effective strategies for successfully connecting clients to school or community resources.
   4. The elements of successful team functioning; including the communication skills necessary to collaboratively develop effective interventions.
   5. The short and long term impact of crisis and trauma, including violence, on children of different ages and developmental levels.
   6. Procedures for conducting interviews for the purposes of triage and psychological first aide.
   7. Procedures for conducting crisis follow-up interviews with pupils, parents, and school staff.
   8. Factors that contribute to the risk of suicide among children and youth of different ages and developmental levels.
   9. Procedures for assessing risk of suicide among children and youth of different ages and developmental levels.
   10. Developmental appropriate responses to grief and loss among children and youth of different ages and developmental levels.
   11. Procedures for conducting interviews with children and youth who have suffered a significant loss in their lives.
   12. Strategies for conflict management and crisis de-escalation.
4. Master the following professional skills:
   1. Using art, games, and play techniques with children and youth.
   2. Using journals and writing assignments with children and youth.
   3. Identifying and assisting clients to access community resources.
   4. Collaborating with teachers, teams of school personnel, community professionals, agencies, and families to identify strength based interventions.
   5. Negotiation skills, conflict management skills, and mediation skills to help school staffs communicate with difficult and or angry parents, pupils, teachers, and other school staff.
   6. Implementing crisis interventions and management, including triage (prioritizing needs in emergency situations), psychological first aid, and follow-up with pupils, parents, and school staff.
   7. Assessing suicide risk and intervening with clients who threaten suicide.
   8. Helping pupils cope with grief and loss in their lives.
   9. Responding to the needs of witnesses, victims and perpetrators of violence.
   10. Working with school personnel, pupils, parents, and the general community in the aftermath of personal, school and community crises.
   11. Applying a solution focused approach to counseling to problems of drug and alcohol use.

CSP 513 Group Counseling Leadership and Intervention

Prerequisites, CSP 500, and 510, or 511, or concurrent enrollment. This course emphasizes theories, methods and an experiential understanding of group counselling, leadership and intervention with children and parents. Emphasis is placed on using these skills with children and youth of various age levels and in multicultural settings. Student will be expected to gain sufficient field experience to design, implement, and evaluate a group counseling intervention with children, youth, or parents in a school or agency setting. (Offered every semester.) 3 credits.

Course Objectives:

1. Students will gain knowledge of the following topics:
   1. The history of group approaches to counseling and intervention.
   2. Theories of group process and group interventions with children and parents.
   3. Legal and ethical guidelines for group counseling interventions.
   4. The structure and purpose of different types of groups, including counseling groups, psycho-educational groups, task groups, and peer assistance groups.
   5. Curriculum design, lesson plan development, and instructional strategies for teaching counseling and guidance lessons related to wellness promotion, prevention, treatment and intervention services.
   6. Cultural influences on group processes.
   7. The role of inter-group conflicts and gang activity in the occurrence of school site violence.
   8. The design and development of curriculum for conducting structured group programs, including classroom guidance, group counseling, and psycho-educational groups.
   9. The design and development of evaluations of group interventions.
   10. Peer helping groups.
   11. Laws and regulations related to bullying and sexual harassment.
   12. Group counseling interventions for anger management and conflict resolution.
   13. Group counseling interventions for drug and alcohol abuse.
   14. Group counseling approaches to parent consultation and education.
   15. The characteristics of effective teams and committees.
2. Master the following professional skills:
   1. Implementing the steps to designing, implementing, and evaluating the effectiveness of group counseling interventions and guidance curriculum such as need assessment, setting and communicating group guidelines and rules, choosing developmentally and culturally group interventions and ending groups and evaluating effectiveness.
   2. Group leadership skills, including active listening, clarifying, summarizing, empathizing, interpreting, questioning, confronting, modeling, and evaluating appropriate group interventions, closure, and determining effectiveness.
   3. Implementing structured group curriculum for enhancing self esteem and social responsibility, parent education, anger management, conflict resolution, and drug and alcohol intervention.
   4. Facilitating peer helping groups.
   5. Facilitating effective teams and committees (IEP Teams, Student Study Teams, 504 Committees, etc.).
   6. Conducting group conflict resolution procedures.
   7. Facilitating parent education groups and meetings.

CSP 514 Cultural and Community Issues in Counseling and School Psychology

Prerequisite, acceptance into the graduate program in Counseling or School Psychology. This course requires a minimum of 15 hours of field experience in a community setting. Readings, written assignments and in-class activities focus on the unique challenges diversity brings to the provision of counseling and psychological services to children, youths, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross-cultural communication skills necessary to work effectively with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, and racism affect pupil development, counseling practices and the development of effective interventions. (Offered every semester.) 3 credits.

Course Objectives:

1. Students will gain knowledge of the following topics:
   1. Social demographics of contemporary California.
   2. Definitions and professional usage of the terms culture, ethnicity, social class, and race.
   3. The influence of language, culture, and socioeconomic status on pupil development.
   4. The influence of personal and institutional discrimination or racism on pupil development.
   5. History, political and economic concerns, family structure and dynamics, cultural values and attitudes, communication styles, and expectations of helpers for the following cultural groups: African Americans, Asian Americans, Latinos, Native Americans, White Americans, and sexual minorities.
   6. How programs, policies and practices can be adapted to be more responsive to the needs of these same five cultural groups.
   7. How the Genogram can be used as a tool to explore the social and cultural backgrounds of themselves and the students with whom they work.
   8. Viewing culture as a source of self-esteem and resiliency.
   9. The ways cultural and linguistic differences affect learning.
   10. The stages of acculturation .
   11. The stages of second language acquisition.
2. Master the following professional skills:
   1. Explore and reflect on their personal cultural backgrounds and how this influences their work with students.
   2. Identify institutional or systemic barriers to learning and how programs can be adapted to be more culturally responsive.
   3. Identify the stages of second language acquisition and apply this information to the development of effective programs and interventions for students.
   4. Interview students to gather background information and organize this information into a Genogram format.
   5. Communication and organizational strategies to foster family-school collaboration and elicit parental support in enhancing student learning.
   6. Identifying cultural resources and strengths in counseling.
   7. Communication strategies to enhance home-school collaboration and work effectively with parents of different cultures and socioeconomic statuses.
   8. Effectively using interpreters in parent meetings.

CSP 514A Counseling and Intervention in Multicultural Settings - Travel Course: Guatemala

Prerequisite, admission into the graduate program in School Counseling or School Psychology. This travel course focuses upon the unique challenges diversity brings to the provision of counseling and psychological services to children, youth, and parents. Students will learn the history, culture, and expectations of various ethnic and cultural groups and develop the cross-cultural communication skills necessary to effectively work with families of varying cultural and socioeconomic backgrounds. Students will also explore how issues such as immigration, poverty, sexism, and racism affect counseling practices and the development of effective interventions. Fee:$ TBD. (Offered every year.) 3 credits.

Course Objectives:

1. Professional knowledge and skills will be developed through readings, seminar discussions, in-class role plays and activities, language tutorials, experiential and travel activities, and thorough self-reflection.
2. Upon completion of this course, students will have an understanding of multiculturally competent practice in the school settings.
3. Students will have knowledge of the history, political and economic concerns, family structure and dynamics, cultural values and attitudes, communication styles, and expectations for helpers of a variety of cultural groups.
4. Additionally, students will learn to apply this knowledge to work with individual students and families, focusing on the facts that within-group variability is often greater than between-group variability, and that diversity exists among a number of dimensions.
5. Finally, students will have an enhanced perception of the challenges and frustrations faced by the immigrant students and families they will work with in our schools.

CSP 515 Practicum in Counseling and Intervention

Prerequisites, CSP 500, 511, Certificate of Clearance. This course provides opportunities for counseling students to practice intervention skills under close supervision. Students will apply the knowledge and techniques learned in previous course work to the resolution of individual, group, and systems level problems. A minimum of 100 hours of fieldwork in an approved public school or agency setting is required. In addition to the required field-based experiences, students meet with a university instructor for a minimum of twenty-four hours of group seminar discussion and supervision. (Offered spring semester.) 3 credits.

CSP 516 Children and Youth in Developmental Context

Prerequisite, acceptance into the graduate program in Counseling or School Psychology. This course requires a minimum of 15 hours fieldwork observing children and youth in various settings. Students examine the process of the typical and atypical development in the context of the family, school and culture. Major units of study include developmental theory as applied to children and adolescents, the characteristics and effective interventions for common psychosocial problems of school age youth, and assessment of children and youth via observation and interview. (Offered every semester.) 3 credits.

Course Objectives:

1. Students will gain knowledge of the following topics:
   1. The characteristics of an ecological view of learning and human development.
   2. Ecological influences on pupil development and achievement, including health, language, culture, socioeconomic status.
   3. Common developmental variations in children's self-esteem, coping skills, social responsibility, memory and reasoning, and use of language.
   4. The benefits of positive personal self-esteem and its impact on pupil resiliency and learning.
   5. The characteristics of common psychosocial problems of children and youth of varying ages, including attention problems, conduct problems, depression, anxiety, and social problems.
   6. Identification of common psychosocial problems of children and youth via observation and interview.
   7. Appropriate interventions for common psychosocial problems of children and youth of varying ages, including attention problems, conduct problems, depression, anxiety, and social problems.
2. Master the following professional skills:
   1. Observing children and recording data using narrative and time interval data recording formats.
   2. Conducting parent interviews to gather background data, including developmental, health, and medical histories.
   3. Conducting interviews with children and youth to clarify a concern or problem and determine an appropriate and fair diagnosis or label.
   4. Using observations, interviews, and other formal and informal measures to assess self-esteem, coping skills, social responsibility, memory and reasoning, and language development.

CSP 534/535 Practicum in School Psychology I/II

Prerequisites for CSP 534 are CSP 500, 510, 512, 516, EDUC 601. Prerequisite for CSP 535 is CSP 534. A minimum of 225 hours in an approved public school or agency setting is required for both CSP 534 and 535, for a total of 450 hours of practica experiences. 300 hours must be in a preschool to grade 12 school setting. 150 hours may be done in an approved community agency. In addition to the required field-based experiences, students meet with a university instructor for seminar discussion and group supervision each semester. (Offered every semester.) 3 credits.

Course Objectives:

Professional knowledge and skills will be developed through readings, seminar discussions, in-class role-plays, and field based pratica experiences. Candidates are expected to have opportunities to gain knowledge and develop skills in Domains of School Psychology Training and Practice:

1. Data Based Decision Making.
   1. Opportunities to review student records, interview students, teachers and parents, observe individual students, and administer standardized tests.
   2. Opportunities to participate in the use of assessment data to develop effective academic or behavioral interventions.
   3. Opportunities to investigate the use of school or district outcome data for the purpose of evaluating a specialized program.
2. Consultation and Collaboration.
   1. Course readings, lectures and discussions regarding the organization and operation of effective intervention assistance programs, including Student Study Teams and other collaborative problem solving processes.
   2. Opportunities to observe and participate in SST and IEP meetings at practicum site.
   3. Opportunities to observe and participate in consultations with school staff, parents, and community members to develop interventions to improve students' academic achievement and social performance.
3. Developing, Implementing, and Evaluating Academic and Behavioral Interventions.
   1. Course readings and discussion regarding personal, classroom, and school system that support or impede student learning.
   2. Opportunities to assess personal, classroom, school site, and community factors that support or impede student learning using the Functional Assessment of Academic Behavior: Creating Successful Learning Environments.
   3. Opportunities to assist in the development of behavioral, affective, adaptive, and social goals on IEP and Section 504 plans.
   4. Opportunities to assist in the development of behavioral support plans.
4. Student Diversity in Development and Learning.
   1. Opportunities to work with students of different cultural and socioeconomic backgrounds.
   2. Opportunities to work with students of different ability levels and with different learning needs.
5. School and Systems Organization, Policy Development, and Climate.
   1. Course readings, lectures and discussions regarding the organization of schools, including how regular and special education programs are structured.
   2. Opportunities to observe in a variety of regular and special education classrooms.
   3. Opportunities to attend school site and district meetings.
   4. Opportunities to research district and state standards for promotion and graduation.
6. Proving Counseling and other Mental Health Interventions.
   1. Opportunities to provide short-term individual counseling.
   2. Opportunities to organize, implement, and evaluate group counseling activities.
   3. Opportunity to research school site and district level crisis response plans.
   4. Opportunities to participate in referrals to County Mental Health Agencies or other community mental health providers.
7. Home/School/Community Collaboration.
   1. Course readings and discussion regarding home and community factors that support or impede student learning.
   2. Opportunities to participate in parent conferences or meetings.
   3. Opportunities to assist in the presentation of parent education materials.
   4. Opportunities to make home visits.
   5. Opportunities to investigate community resources and assist in connecting students to sources of specialized help.
8. School Psychology Practice and Development.
   1. Course readings and discussion regarding models and professional standards for the supervision and mentoring of school psychologists.
9. Information Technology.
   1. Opportunities to investigate and use school or district data sources.

CSP 616 Leadership and Systems Change

Prerequisite, concurrent enrollment in a practicum or fieldwork course. This course will focus on knowledge and leadership skills necessary to become effective change agents. Students will learn data-based decision making as it is applied to designing, implementing coordinating, and evaluating interventions to enhance systems within schools. Topics include principles of collaboration and team work; facilitating teams of pupil, teacher, administrators, parents, and community members to meet pupil needs; program development and evaluation; and enhancing organizational climate and staff morale though consultation and in-service education. (Offered every semester.) 3 credits.

Course Objective:

1. Students will gain knowledge of the following topics:
   1. The ecology of schools and school systems, including the relationship of school climate and morale to pupil achievement.
   2. The principles of effective leadership and the role of Pupil Personnel Service providers as leaders and systems change agents.
   3. Approaches to data based decision making, including identifying appropriate outcomes and evidence of program effectiveness.
   4. Ways educational policies, programs and practices can be developed, adapted, and modified to be culturally congruent with the needs of pupils and their families.
   5. School and organizational policies and procedures that encourage effective classroom management, positive adult-pupil relationships, effective approaches to the development of self esteem and social responsibility.
   6. Budgeting procedures and sources of funds for instructional and pupil support services programs.
   7. Strategies of program development, evaluation and improvement.
   8. Components of an effective school crisis and violence prevention plan.
   9. Components of an effective conflict resolution program.
2. Master the following professional skills:
   1. Program planning, organizing and evaluating the outcomes of counseling and guidance and psychological services programs.
   2. Assessing school climate and staff morale.
   3. Communicating evaluation results orally to parents, teacher, administrators, and other school staff.
   4. Communicating written evaluation results to parents, teacher, administrators, and other school staff.
   5. Facilitating teams of pupil, teacher, administrators, parents, and community members to meet pupil needs.
   6. Mapping school resources, including what resources are available at a school, (who? what? when?), how someone gains access to the available resources, how resources are coordinated, what other resources are needed by the school, and what steps should be taken to acquire them.
   7. Enhancing school climate and staff morale though consultation services to parents, teachers, administrators and other school staff.
   8. Designing, implementing, and evaluating in-service education programs for teachers, administrators and other school staff.
   9. Planning, conducting and evaluating parent education programs.

CSP 617 Career Counseling and Development

Prerequisite, CSP 511. This course focuses upon the process of career choice, including the skills of decision-making, goal-setting, vocational assessment, career information, and career education programs. Students will learn school-to-career systems appropriate for all students, including those with disabilities. (Offered fall semester.) 3 credits.

Course Objectives:

1. Gain knowledge of the following topics:
   1. Psychometric and statistical concepts as they pertain to career assessment instruments.
   2. Theories of career development and career choice.
   3. Barriers to career development related to cultural and gender prejudice and stereotypes.
   4. The components of successful career development programs at the elementary, middle or junior high school and high school levels.
   5. Strategies for integrating academic and vocational education.
   6. Requirement for high school graduation.
   7. Requirements for participation in post-secondary training, entry-level jobs, semi-skilled careers, and professional level careers.
   8. Admission policies and entry requirements for colleges and universities, including California State universities, University of California and California private universities.
   9. Laws and regulations pertaining to school-to-work opportunities, i.e., the California Education Code of Regulations, Section 56000 and the Joint Regulations for Handicapped Children, Chapter 26.5.
2. Master the following professional skills:
   1. Administer and interpret career assessment tools appropriate for use with pupils of different cultural and socioeconomic backgrounds, developmental levels, and abilities.
   2. Skill in encouraging student self-awareness of attitudes, interests, skills, and strengths.
   3. Apply individual and group counseling strategies to assist students in making decisions and advocating for themselves during the transition from secondary to post secondary education or work.
   4. Skills to assist all students, including students with disabilities, to overcome cultural and gender career prejudice and stereotypes.
   5. Skill in working with Individualized Transition Plan (ITP) Teams to develop individual transition plans for students with disabilities.
   6. Skill in the development of a comprehensive career guidance plan suitable for implementation at an elementary, middle or junior high school, or high school.

CSP 618 Best Practices in Professional School Counseling

Corequisite, CSP 620, or 621 or permission of the program coordinator. Students will review the knowledge, skills and standards of the graduate program in professional school counseling in final preparation for their employment as professional counselors. Students will prepare for the Comprehensive Examination, complete their program portfolios, develop a capstone project and create an in-service education program suitable for presentation to school personnel or community members as part of this course. (Offered spring semester.) 3 credits.

Course Objectives:

Students will:

1. Review the structure and guidelines of the Chapman University School Counseling Program Portfolio.
2. Complete creation of their Program Portfolios Students in CSP 618, including final selection of artifacts and writing the accompanying reflective essays (PPSC Standard 32 - Determination of Candidate Competence).
3. Review of the structure and requirements of the ETS Praxis Exam in Counseling and Guidance (PPSC Standard 32 - Determination of Candidate Competence).
4. Review the process of applying for a credential at Chapman University.
5. Plan, conduct, evaluate, and present a systems change project.
6. Develop an in-service education program suitable for presentation to school personnel or community members. This program involves visual aides, handouts and an evaluation process.
7. Review knowledge and skills related to the five domains of professional School Counseling as described in the 2001 CACREP standards.

CSP 620/621 Supervision and Mentoring in School Counseling I/II

Prerequisite, CSP 515, approval of internship site by program coordinator or advisor. Supervised field experience in professional school counseling, which leads to competency in direct and indirect services to pupils in the areas of academic, career/vocational, and personal and social development. In addition to the required field experience, student interns participate in a minimum of fifteen hours of on-campus group supervision and seminar each semester. By the completion of CSP 620, and CSP 621, students are expected to gain a total of 600 hours of experience. These hours may be done part-time over the course of an academic year or full time over a period of one semester. Students must complete a minimum of two hundred (200) clock hours at two of three school levels (elementary, middle, and high school). At least 400 clock hours must be completed and supervised in public school settings with K-12 pupils. A maximum of 200 of the 600 clock hours may be completed in an approved alternative setting outside public schools. P/NP. (Offered every semester.) 3, 3 credits.

Course Objectives:

1. This is a field based course and students are required to gain at least 300 hours of field experience in CSP 620 and 300 hours in CSP 621 for a total of 600 hours of supervised fieldwork.
2. This fieldwork must be completed under the supervision of an experienced school counselor. Experiences should focus on the domains of a) academic development, b) career development and c) personal/social development.
3. Activities in these domains will include:
   1. Providing individual counseling and group counseling.
   2. Leading group guidance activities.
   3. Consulting with parents, school personnel and community agencies.
   4. Working with program development, implementation and evaluation.
4. Assigned readings, class discussions and activities will assist student interns to gain knowledge and skills in the following topics:
   1. ACA's (1995) Code of Ethics and ASCA's (2004)Ethical Standards for School Counselors.
   2. Time management.
   3. Strategies for dealing with job stress and preventing burnout.
   4. Best practices in the principles and techniques of the supervision and mentoring of school counselors and other human service workers.
5. CSP 620/621: Supervision and Mentoring in Professional School Counseling is designed to provide opportunities for students/interns to:
   1. Receive practical experience in providing comprehensive, developmental counseling services in culturally diverse school settings (Design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs (e.g., the ASCA National Standards for School Counseling Programs) [CACREP School C. 1b].
   2. Develop their person counseling theory that guides their professional practice (Counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions [CACREP II. 5c]).
   3. Learn the needs of exceptional children and children with other special needs.
   4. Observe and participate in the systemic processes of a school setting, while learning how to effectively function within the educational system (Integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-K-12 students in maximizing their academic, career, and personal/social development [CACREP School B3].
   5. Analyze and improve communicate skills (An understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship [CACREP, II.5b]).
   6. Experience and analyze ethical dilemmas that arise in schools and act within professional and institutional ethical standards.
   7. Consult with parents, guardians, teachers, and other school personnel to facilitate the construction of an educational environment best matching students' academic, emotional, social, and vocational needs (Students will begin to develop a personal model of consultation [CACREP II. 5e]).
   8. Receive feedback from supervisors and other students to assist in improving communication and counseling skills, while gaining greater self-understanding.
   9. Receive practical experience developing and leading a counseling group (Group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness [CACREP II. 6d]; Identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies [CACREP School C. 3d]).
   10. Receive practical experience developing, coordinating and leading appropriate classroom guidance (psycho-educational) group(s)/activities (Classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development [CACREP School 2b]).
   11. Work as a liaison to establish and develop a referral and support system between students, parents/guardians, school personnel, and other outside agencies (Coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students [CACREP School B2]).
   12. Learn appropriate methods of interpreting test and assessment data to assist students, teachers, administrators, and parents/guardians.
   13. Develop computer technology skills in the school setting while constructing a technology portfolio to assist in meeting state mandated computer competencies required for licensure (Use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program [CACREP School C. 1g]).
   14. Assisting students and parents/guardians in the transition to next grade and/or educational level.
   15. Develop professional school counseling program plans based on student needs that include goals, objectives, resources, and timelines (Implementation and evaluation of specific strategies that meet program goals and objectives [CACREP School C. 1c]).
   16. Receive practical experience supporting students' career identity development (Career development program planning, organization, implementation, administration, and evaluation [CACREP II. 4c]).
   17. Be familiar with literature from the American School Counselors Association (ASCA), California School Counselor Association (CSCA), and the California Department of Education to ensure that goals, objectives, and activities are consistent with those recommended by these professionals.
   18. Adhere to the ethical standards of the American Counseling Association (ACA) and the American School Counseling Association (ASCA) (Ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling [CACREP II.1h]).
   19. Attend professional counseling conferences and trainings to promote professional development.

CSP 622/623 Supervision and Mentoring in School Psychology I/II

Prerequisites, CSP 534, 535, approval of fieldwork site by program coordinator or advisor. Supervised fieldwork in school psychology. Students are required to complete a minimum of 1,200 hours of fieldwork. A minimum of 800 of those hours must be completed in an approved K-12 public school setting. Students are required to complete a minimum of 200 clock hours across two of the four settings, including (a) preschool, (b) elementary, (c) middle school or jr. high, and (d) high school. These hours may be done on a full-time basis over the course of one academic year, or on a part time basis over no more than two consecutive academic years. In addition to the required field experience, students are expected to participate in an on-campus seminar and group supervision each semester. P/NP. (Offered every semester.) 3, 3 credits.

Course Objectives:

1. This is a field based course and students are required to gain at least 600 hours of field experience in CSP 622 and 600 hours in CSP 623 for a total of 1,200 hours of supervised fieldwork. This fieldwork must be completed under the supervision of an experienced school psychologist. A minimum of 800 of these hours must be completed in an approved K-12 public school setting.
2. Students are required to complete a minimum of 200 clock hours across two of four settings, including (a) preschool, (b) elementary, (c) middle school or junior high, and (d) high school. These hours may be done on a full-time basis over the course of one academic year, or on a part time basis over no more than two consecutive academic years.
3. Students are expected to gain experiences in the all of the National Association for School Psychologists Domains of School Psychology Training and Practice. These include:
   1. Assessment and data based decision making.
   2. Collaborative consultation and systems change.
   3. Cognitive and academic interventions.
   4. Socialization and the development of life skills.
   5. Systems change and program development.
   6. Individual differences and student diversity.
   7. Mental health interventions, including prevention and crisis intervention.
   8. Home/school/community collaboration.
   9. Research and program evaluation.
   10. Development of professional identity, including knowledge of ethics, legal issues, and professional standards.
   11. Information technology.
4. Students are expected to conduct at least four individual or group interventions, including gathering data to evaluate the efficacy of the interventions. At least two of these interventions should address academic concerns. For each intervention project, students will submit a summary report that reports data documenting the efficacy of the intervention. These intervention projects should be in addition to projects submitted for CSP 640.
5. Assigned readings, class discussions and activities will assist students to gain knowledge and skills in the following topics:
   1. Strategies for time management.
   2. Strategies for dealing with job stress and burnout.
   3. Best practices in the principles and techniques of the supervision of school psychologists and other human service workers.

CSP 637 Cognitive and Neuropsychological Assessment for Intervention

Prerequisites, CSP 510, EDUC 601, 654, or permission of instructor. This course will introduce students to a cross-battery model of cognitive assessment that combines data from the review of records, interviews, observations, and administration of standardized tests. Emphasis will be placed on applications of the Cattell-Horn-Carroll theory of cognitive abilities and models of developmental neuropsychology to assessment, diagnostic decisions and the development of interventions for cognitive and academic problems. Students will also learn to write effective assessment reports and orally present assessment results to parents and teachers. Application of these skills in multicultural settings will be accentuated. Fee: $200. (Offered fall semester.) 3 credits.

Course Objectives:

1. Students will review knowledge of the following topics:
   1. Ethics of assessment as defined by NASP and other professional organizations.
   2. Legal mandates, regulations, and case law related to assessment.
   3. Psychometric and statistical concepts as they pertain to tests and assessment.
2. Gain knowledge of the following topics:
   1. The purposes of assessment and the role of assessment in professional School Psychology.
   2. The elements of a comprehensive assessment with a focus on R.I.O.T.
   3. The strengths and limitations of cognitive assessment and the use of standardized tests.
   4. The definitions of learning disabilities and cognitive or intellectual disabilities in IDEA and DSM-IV.
   5. CHC theory and the research of Carroll, Horn, Cattell and others.
   6. Concepts of developmental neuropsychology, including simultaneous and sequential processing, working memory, attention, and executive functioning.
   7. Cognitive and neuropsychological "marker variables" critical to the development of reading, written language and math.
   8. Issues of language, culture and social class and their affect on the assessment process.
3. Master the following professional skills:
   1. Obtaining informed consent and explaining legal rights to diverse parents.
   2. Observing the behavior of children and youth during assessment and determining its affect on assessment results.
   3. Assessing cognitive abilities through observation and interview.
   4. Administering, scoring, and interpreting test batteries designed to assess cognitive abilities in children and adolescents such as the Woodcock Johnson III Tests of Cognitive Ability, Kaufman Assessment Battery for Children II, and WISC IV.
   5. Organizing and interpreting test data using CHC Theory to identify both normative and individual strengths and weaknesses.
   6. Organizing and interpreting test data using theories of developmental neuropsychology.
   7. Choosing assessment procedures that assess key cognitive and neuropsychological "marker variables" critical to the development of reading, written language and math.
   8. Determining the appropriate language(s) of assessment for second language learners by assessing patterns of language development and language use.
   9. Reducing cultural and language biases in standardized assessment by interpreting test data based on cultural and linguistic demands.
   10. Using computer technology to score tests and produce charts and graphs to aid in test interpretation.
   11. Writing effective written reports of assessment results.
   12. Orally explaining assessment results to diverse parents.

CSP 638 Advanced Assessment for Intervention

Prerequisite, grade of B or better in CSP 637. This course builds on the skills and knowledge obtained in CSP 637. The focus of this course is on gathering comprehensive assessment data and using this data to develop academic and behavioral interventions for children and youth with school-related problems. Application of these skills in multicultural settings will be emphasized. Students will practice developing accurate referral questions, interpreting data from a variety of sources to arrive at fair and accurate conclusions, developing effective intervention strategies, and clearly communicating assessment findings. (Offered spring semester.) 3 credits.

Course Objectives:

1. Review knowledge gained in CSP 637:
   1. The Chapman University School Psychology Program's assessment themes.
   2. Ethical and legal aspects of assessment as defined by NASP ethical standards and the relevant state and federal laws.
   3. Psychometric and statistical concepts as they pertain to tests and assessment.
   4. CHC theory and the research of Carroll, Horn, and Cattell.
   5. Stages of language development among second language learners.
   6. Issues of language, culture and social class and their impact the assessment process.
2. Gain knowledge of the following topics:
   1. Definitions and characteristics of autism, ADHD, and ED as defined by state and federal law.
   2. Definitions and procedures for the assessment of emotional and behavior problems using record review, interviews, observations, and behavior rating scales such as the BASC family of instruments, the Connor's Scales, etc.
   3. Definitions and procedures for the assessment of adaptive behavior.
   4. Empirically validated interventions for increasing academic achievement in reading, written language, and math.
   5. Empirically validated interventions for increasing time on task, work completion, and social competence.
3. Master the following professional skills:
   1. Assessing emotional and behavior problems using interviews and behavior rating scales such as the BASC family of instruments, the Connor's Scales, etc.
   2. Assessing adaptive behavior using interviews, observations, and structured rating scales such as the Vineland or SIPS.
   3. Writing comprehensive written reports that combine different kinds of information gathered from various sources to communicate clear themes and conclusions.
   4. Writing effective instructional interventions based on empirically validated interventions for increasing academic achievement in reading, written language, and math.
   5. Writing effective instructional interventions based on empirically validated interventions for increasing time on task, work completion, and social competence.

CSP 639 Advanced Positive Behavioral Supports

Prerequisite, EDUC 602. The purpose of this course is to provide students with the knowledge and skills to (a) identify and assess problem behavior in school settings, (b) design and implement behavioral interventions, including physiological and pharmacological variables, (c) design and implement comprehensive behavior support plans, (d) monitor and evaluate implementation of behavior support plans, and (e) apply behavioral procedures on a school-wide basis. Students will learn to develop both systems level and individual behavioral intervention plans for persons with serious behavioral problems. 25 hours of fieldwork observing pupils and gathering observation data is required. (Offered every semester.) 3 credits.

Course Objectives:

1. Students will gain knowledge of: (CTC Standards are noted in parentheses)
   1. The California Education Code, California Code of Regulations and Penal Code section of the law relative to behavioral emergencies and behavioral interventions for maladaptive behaviors.
   2. Prohibited behavioral interventions, techniques, and crisis interventions as specified in CCR section 3052.
   3. Antecedent conditions that place a child at risk for aggressive or violent behavior (Generic Standard 4 - Assessment, Generic Standard 9 - School Safety and Violence Prevention).
   4. Processes and methods of team consultation in which teachers, administrators, other school personnel, parents, community members, and agencies collaborate to develop behavioral support plans to address the educational, social, behavioral, and emotional needs of students.
   5. Interventions for preventing further problem development of problems that put pupils at risk of hurting themselves or others (Generic Standard 9 - School Safety and Violence Prevention).
   6. Empirically validated approaches to mediation and resolving conflicts between students and adults and among students (Generic Standard 9 - School Safety and Violence Prevention).
   7. Proactive strategies to prevent the occurrence and/or escalation of problem behavior in the least restrictive environment (Generic Standard 9 - School Safety and Violence Prevention).
2. Master the following professional skills: (CTC Standards are noted in parentheses)
   1. Formal and informal functional assessment procedures, including assessment via interview and direct observation (Generic Standard 4 - Assessment).
   2. Write a behavioral intervention plan that includes data from a functional analysis, measurable descriptions of specific maladaptive behaviors, and replacement behaviors (Generic Standard 4 - Assessment).
   3. Documentation of emergency interventions including completion of special intervention forms, post-incident reports, incident report summaries, and behavioral emergency reports (Generic Standard 9 - School Safety and Violence Prevention).
   4. Assessment of risk for aggression violence (Generic Standard 4 - Assessment, Generic Standard 9 - School Safety and Violence Prevention).

CSP 640 School-Based Consultation and Collaboration

Corequisite, CSP 620, 621, 622, or 623. This is an advanced course in collaborative models of individual and team consultation. Study units and course activities focus on advocating for students by learning to work with individuals, families, community resources and school based teams to identify problems, design and monitor the efficacy of interventions, and facilitate collaborative problem-solving processes. (Offered every semester.) 3 credits.

CSP 641 Best Practices in School Psychology

Corequisite, CSP 622 or 623. Students will review the knowledge, skills, and standards of the graduate program in school psychology in final preparation for their employment as school psychologists. Students will prepare for the comprehensive examination, complete their program portfolios, and develop a systems change project as part of this course. (Offered spring semester.) 3 credits.

Course Objective:

1. Course goals include both knowledge and skills. Instructors should construct their study units, class activities, and out-of-class assignments so that each of the following course goals receives adequate coverage.

CSP 714A Advanced Counseling and Intervention in Multicultural Settings - Travel Course: Guatemala

Prerequisite, program approval. This advanced course focuses improvement of your current practices with regard to service delivery for children from diverse backgrounds. Students will build upon their existing knowledge base regarding dimensions of diversity and culturally-competent practices, as well as critically self reflect and identify areas for personal growth. Particular emphasis will be placed upon the application of the immersion experience in Guatemala to current work with immigrant families, utilizing this experience to improve your current practices. Fee:$TBA (Offered every year.) 3 credits.

Course Objectives:

1. Professional knowledge and skills will be enhanced through readings, seminar discussions, in-class role plays and activities, language tutorials, experiential and travel activities, and thorough self-reflection.
2. Upon completion of this course, students will have a deeper understanding of multiculturally competent practice in the school settings.
3. Students will have greater knowledge of the history, political and economic concerns, family structure and dynamics, cultural values and attitudes, communication styles, and expectations for helpers of a variety of cultural groups.
4. Additionally, students will apply this knowledge to their work with individual students and families, focusing on the facts that within-group variability is often greater than between-group variability, and that diversity exists among a number of dimensions.
5. Emphasis will be placed upon critical reflection on one's own current practices as a school psychologist, and the application of our course experiences to that practice.

CSP 770 Seminar: Assessment for Intervention

Prerequisite, acceptance to the doctoral program in the College of Educational Studies or instructor approval. This seminar focuses on research, theories, and practices related to assessment-for-intervention in school-based settings. Students will learn evidence-based assessment practices in the areas of instructional environments, cognitive and neuropsychological functioning, academic skills, and social development. (Offered fall semester.) 3 credits.

Course Objectives:

1. Students will demonstrate understanding of the professional standards for assessment, including psychometric properties of assessment methods by:
   1. Reviewing the standards for educational and psychological testing and writing a critical review of an assessment method used in the assessment of instructional environments, cognitive and neuropsychological functioning, academic skills and social development. This information should be incorporated into both the research paper and class presentation.
2. Students will demonstrate understanding of the legal and ethical issues surrounding assessment in schools by:
   1. Writing a critical review of a current legal or ethical controversy in school psychology.
3. Students will demonstrate the ability to consume literature related to advanced school-based assessment by:
   1. Submitting a 15-20 page research paper on a topic related to advanced issues in school-based assessment. This paper must address diversity as it relates to the topic of choice and integrate current literature related to the topic.
   2. Presenting on a topic related to advanced assessment (e.g., adaptive behavior assessment). This presentation should address diversity as it relates to the topic of choice and integrate current literature related to the topic.
4. Students will demonstrate the ability to apply assessment results toward academic and social interventions for children and adolescents by:
   1. Integrating theory and research linking assessment results to interventions into both the research paper and class presentation.
5. Students will demonstrate knowledge and appreciation for diverse learners by:
   1. Integrating critical issues related to diversity into both the research paper and class presentation.

CSP 771 Advanced Seminar in Approaches to Prevention and Intervention

This seminar provides a theoretical, empirical and practical foundation for the prevention and treatment of academic and mental health problems in school settings. Student will explore current research and strength-based practices that enhance resiliency and the academic, cognitive, and social emotional competencies of school aged children and youth. (Offered every year.) 3 credits.

Course Objectives:

1. Students will demonstrate an understanding of a three tiered model of prevention and intervention by reading materials related to the development and implementation of a three-tiered model and developing a detailed resource map at a school. This resource map should provide detailed information about what programs are available at a school site that can potentially prevent and treat academic and mental health problems.
2. Students will demonstrate the ability to apply knowledge about effective prevention programs by developing a plan to evaluate the efficacy of a school-based prevention program.
3. Students will demonstrate the ability to apply knowledge about effective intervention programs by conducting a school-based intervention with a student with an academic or mental health problem. The efficacy of this intervention should be evaluated using a single case research design. The results of this intervention will be analyzed in a 5 to 10 page case study/paper.
4. Students will demonstrate the ability to consume literature related to advanced school-based prevention and intervention by:
   1. Submitting a 15-20 page "what works" research paper on a topic related to advanced issues in school-based prevention and intervention. This paper must address diversity as it relates to the topic of choice and integrate current literature related to the topic.
   2. Paper/poster presentation on a topic related to school-based prevention and intervention. This presentation should address diversity as it relates to the topic of choice.
5. Students will demonstrate knowledge and appreciation for diverse learners by integrating critical issues related to diversity into the research paper, class presentation, and intervention case study.

CSP 772 Data-Based Decision Making in School Psychology

The purposes of this course are to provide advanced inquiry training in research methods and applications of evidence-based assessment and intervention. Emphases are placed on decision making processes in diagnosis, classification, intervention planning, and the evaluation of outcomes for individual and group interventions. (Offered every year.) 3 credits.

Course Objectives:

1. CSP 772 is a didactic and experiential course intended to develop students' understanding of advanced data-based methods in school psychology, and their understanding of the theoretical, research, and practical applications of those methods. Students will participate in class presentations, discussions, and class exercises while respecting each other's voluntary disclosures and perspectives.
2. Outcome Competencies:
   1. Students will demonstrate understanding of the statistical and psychometric properties of assessment and research methods appropriate in single-case research designs.
   2. Students will demonstrate understanding of the legal and ethical issues surrounding research and decision-making processes in schools.
   3. Students will demonstrate the ability to consume literature related to advanced data-based research methods.
   4. Students will demonstrate the ability to apply assessment results toward academic and social interventions for children and adolescents.

CSP 773 Systems-Based Service Delivery

This seminar focuses on the design, implementation, and evaluation of school-based systems and structures that prevent problems and facilitate positive growth and well being for children. Emphasis is placed on the school psychologist's role in enhancing the capacity of systems to better meet the needs of all learners. (Offered every year.) 3 credits.

Course Objectives:

1. Outcome Competencies: Students will demonstrate understanding of general systems theory and its application to change in schools and school systems.
2. Students will demonstrate understanding of organizational development principles and practices as they relate to schools and school systems.
3. Students will demonstrate knowledge of the literature in the field of systems and organizational development by:
   1. Submitting a 15-20 page research paper on a topic related to advanced issues in systems and organizational development.
   2. Presenting on the topic of their paper.
4. Students will conduct a program evaluation oriented project and present the result in class ( see Instructional Strategies for description).

CSP 774 Seminar: Current Topics in School Psychology

Prerequisite, admission to doctoral program. The purpose of this seminar is to provide a forum to address the changing world of education and school psychological practice. Emphases will be placed on topics that are on the forefront of current practice and point toward future theory and practice. (Offered as needed.) 3 credits.

Course Objectives:

1. Depending on the topic, students will demonstrate expertise in their area of study, including:
   1. Ability to critically consume and present in writing the literature related to the special topic.
   2. Ability to critically examine theory and research related to the special topic.

CSP 775 Advanced Internship in School Psychology

Prerequisite, documentation regarding the successful completion of a minimum of 1,200 hours of supervised fieldwork in school psychology. The purpose of this course is to satisfy the NASP requirement of the 1,500 hours of supervised fieldwork at the doctoral training level. Emphasis will be placed on building upon the student's existing strengths and experiences in the field of school psychology. Course work from other universities may not be transferred in lieu of CSP 775. CSP 775 shall be graded on a pass/no pass basis. Students must meet all course competencies before receiving a pass grade. P/NP. (Offered every year.) 3 credits.

Course Objectives:

1. This is a field based course and students are required to gain at least 750 hours of field experience in CSP 775 (provided 750 hours is credited from a prior specialist-level internship in school psychology), over the course of one semester of enrollment.
2. This fieldwork must be completed under the supervision of a doctoral level school psychologist. A minimum of 600 of these hours must be completed in an approved K-12 public school setting. Additional hours may be completed at an alternative setting (e.g., hospital or clinic), with prior approval from the instructor. These hours may be completed on a full-time basis over the course of one academic year, or on a part time basis over no more than two consecutive academic years.
3. Students are expected to gain experiences in the all of the National Association for School Psychologists Domains of School Psychology Training and Practice. These include:
   1. Assessment and data based decision making.
   2. Collaborative consultation and systems change.
   3. Cognitive and academic interventions.
   4. Socialization and the development of life skills.
   5. Systems change and program development.
   6. Individual differences and student diversity.
   7. Mental health interventions, including prevention and crisis intervention.
   8. Home/school/community collaboration.
   9. Research and program evaluation.
   10. Development of professional identity, including knowledge of ethics, legal issues, and professional standards.
   11. Information technology.
4. Students are expected to conduct at least four individual or group interventions, including gathering data to evaluate the efficacy of the interventions. At least two of these interventions should address academic concerns. For each intervention project, students will submit a summary report that reports data documenting the efficacy of the intervention.
5. Assigned readings, class discussions and activities will assist students to gain knowledge and skills in the following topics:
   1. Strategies for self-evaluation and enhancement of professional practice skills.
   2. Strategies for dealing with job stress and burnout.
   3. Best practices in the principles and techniques of the supervision of school psychologists and other human service workers.
6. NASP standards met by this course:
   1. (1.8) Doctoral programs provide greater depth in multiple domains of school psychology training and practice as specified in these standards (referring to the 11 training standards; see Course Goals and Topics #3).
   2. (1.10) Doctoral programs include a minimum of one academic year of doctoral supervised internship experience, consisting of a minimum of 1500 clock hours.

Course Descriptions - Education

EDUC 400/400B Literacy and Learning: Elementary Reading

(Same as EDUC 500/500B.) Prerequisites, acceptance in the Multiple Subjects CLAD, or BCLAD, or Special Education Credential Program. Corequisite, EDUC 400P. (Bilingual section offered as EDUC 400B.) This course explores the components of balanced, comprehensive literacy instruction, and the research basis for the provisions of effective literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds, as well as students with identified disabilities. Twenty hours of coaching while tutoring one-to-one with an elementary age student ensures the opportunity to bridge theory with practice. Study units are grounded in the principles of the California Standards for the Teaching Profession and the College of Educational Studies Vision Tree. (Offered every semester.) 3 credits.

Course Objectives:

1. Students will demonstrate knowledge of the Reading and Language Arts Curriculum Frameworks for California Public Schools K - 12.
2. Students will demonstrate ways to connect course assignments to the CSTP (California Standards for the Teaching Profession) and the College of Educational Studies Vision Tree.
3. Students will demonstrate an understanding of the relationship between reading and the language processes of listening, speaking, and writing across the curriculum.
4. Students will cite various definitions and models of the reading process.
5. Students will demonstrate an understanding of effective forms of assessment for the purpose of designing and implementing assessment based instruction to meet the needs of all learners.
6. Students will demonstrate knowledge of a variety of approaches to reading instruction including, but not limited to, the language experience approach, literature response groups, reader's workshop, shared reading, guided reading, reader's theatre, and a basal reading program.
7. Students will demonstrate knowledge of a variety of approaches to writing instruction including but not limited to, early print products, journals, quick-writes, shared writing, writing fiction, writing non-fiction, writing poetry, writing book reviews, writing letters, and the process approach to writing.
8. Students will demonstrate an understanding of ways to provide systematic spelling instruction based on interpretation of a students' spelling errors and the understanding of stages of spelling development.
9. Students will design and implement a variety of strategies for literacy instruction that include both systematic and explicit plans in a literature rich environment based on the progression of development in the following:
   1. Phonemic awareness.
   2. Letter names and shapes.
   3. Sound symbol relationships.
   4. Word awareness.
   5. Syllable awareness.
   6. Develop ways to include multicultural children's literature throughout the curriculum.
   7. Demonstrate an understanding of the important influence that students' diverse backgrounds and needs have on literacy assessment and instruction.
   8. Demonstrate the ability to match readability of text and other reading materials with students' reading abilities and purpose.
   9. Demonstrate ways that explicit instruction, modeling, and systematic feedback about the conceptual organization of the scope and sequence of the linguistic units (sounds, rimes, syllables, morphemes; letter and letter combinations), connect to word recognition and vocabulary.
   10. Demonstrate ways to modify and accommodate materials and instruction that enable all students to participate in literacy activities.
   11. Demonstrate strategies to develop reading comprehension and higher-order thinking.
   12. Present evidence of successful collaboration with other educators, specialists, parents, and the community; and demonstrate the skill to reflect about his/her learning.

EDUC 400P PRAXIS: Literacy and Learning: Elementary Reading

(Same as EDUC 500P.) Corequisite, EDUC 400, This course is the fieldwork component that accompanies EDUC 400, Literacy and Learning in the 21st Century: Elementary Reading in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 400 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will successfully tutor an assigned child for at least 20 hours.
7. The candidate will review and reflect on audio or video tape of one or more tutoring session of them and their tutee.
8. The candidate will successfully develop strategy sheets for the student being tutored.
9. The candidate will successfully plan develop a literacy progress report for the family.
10. The candidate will develop a Literacy Portfolio for their tutee.

EDUC 401 Foundations of Education

(Same as EDUC 503.) This is a three-part course designed to provide a foundational understanding of the field of education in three broad but interconnected areas: the intertwined history and philosophy of education, the sociology of education, and the development and learning of children/adolescence as it relates to the K-12 classroom. (Offered every semester.) 3 credits.

EDUC 402 Second Language Acquisition for Elementary Students

(Same as EDUC 501.) Corequisite, EDUC 402P/501P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students at the elementary level. It focuses on language acquisition, assessment, and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. It addresses the State ELD standards, assessment, planning for literacy and content area instruction, and current language development program options. A minimum of 15 hours of authentic experiences in the field is required. (Offered every semester.) 3 credits.

EDUC 402P PRAXIS: Second Language Acquisition for Elementary Students

(Same as EDUC 501P.) This course is the fieldwork component that accompanies EDUC 402, or 501, Second Language Acquisition, Literacy, and Learning for Elementary Students in California Schools in the Multiple Subject Credential Programs. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the TPEs.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will observe and record the behavior of targeted students in the classroom and out of classroom, such as in playground, walk home, home visits or parent meetings etc. (for those who will be part of the assigned group). (five to seven hours.)
7. The candidate will conduct an informal assessment of students using SOLOM, test results review, interview, survey, etc. (two hours).
8. The candidate will attend regular meetings outlined by the Praxis Mentor and clinical faculty member (five hours).
9. The candidate will conduct small group learning sessions with students (five to eight hours).
10. The candidate will engage in activities which celebrate student work (one hour).
11. The candidate will maintain her/his Fieldwork Journal (hours vary).

EDUC 403 Spanish Language Acquisition, Literacy and Learning for Bilingual Settings

(Same as EDUC 502/502B.) Prerequisites, EDUC 400, 402. (Bilingual (Spanish) section offered as EDUC 502B.) This course is designed specifically for candidates seeking the bilingual emphasis multiple subject credential. It reinforces first and second-language acquisition theory as it relates to diverse alternative bilingual settings in California including dual immersion, developmental/maintenance, and transitional bilingual education. Each of the models is introduced and used for exploration in how they best meet the needs of students in each of these alternatives in California. Policy and practice is reviewed and used as a backdrop for understanding the current controversy in public schools as well as the role of parents. Best practices for developing and reinforcing bilingualism and biliteracy are clearly presented and used for planning and delivering instruction. Students engage in a Spanish language literacy and integrated content project in a designated bilingual program school with a group of students in one of the three models. Spanish fluency is required for the course. (Offered as needed.) 3 credits.

Course Objectives:

1. A theoretical basis for Spanish language acquisition and literacy development and their application in alternative bilingual settings.
2. The socio-cultural and political and academic factors influencing parental choice for these programs.
3. The current program options allowed by the State of California for bilingual instruction and a timeline of their historical development.
4. Strategies for oral language development in Spanish targeting English fluent students in dual immersion.
5. Literacy development using both synthetic and analytic methods of instruction including "método global"; language experience; phonetic/syllabic; and generative word.
6. Skills and knowledge necessary to create and use curriculum and access materials students who are in dual language programs.
7. Factors that influence students' ability to learn such as: classroom climate and organization, print rich environment, curriculum and materials, qualified personnel, on-going professional development, and support.
8. Student assessment for language proficiency, placement, and achievement according to the Spanish Language Arts Standards (correlated to ELA) and other content area standards. Becoming familiar with language assessments, designations for language levels and monitoring for progression along the continuum.
9. Curriculum designs that integrate language and content for high levels of biliteracy, including difficult text.
10. Current developments and events relative to bilingualism and biliteracy in the U.S. and abroad.
11. Ability to recognize the role of the bilingual teacher and other professionals in the U.S.
12. Ability to use technology skills to access resources and to prepare and present work.
13. Ability to design and deliver a Spanish language arts and content project in a designated school.

EDUC 404 Second Language Acquisition for Secondary Students

(Same as EDUC 504.) Corequisite, EDUC 404P, or 504P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students in secondary school. The course focuses on dealing with language acquisition and assessment and literacy development from a socio-psycholinguistic point of view. (Offered as needed.) 3 credits.

Course Objectives:

1. Study factors that influence the schooling of language minority students.
2. Examine the socio-psycholinguistic and neurobiological view of language and literacy development.
3. Become familiar with language acquisition theory and the works of Chomsky, Vygotsky, Hymes, Halliday, Krashen, Cummins, Asher and others.
4. Examine the historical development of educating immigrants and other second language populations in the US, the timeline of English language development, including English immersion and bilingual education and the legal evolution at the state and federal level as well as major judicial decisions that affect the educational system including, but not limited to, Lau v. Nichols; Castañeda v. Pickard , ESEA, and Proposition 227.
5. Study the models of English language development and instruction (audio-lingual, natural approach, direct, contextual) and critique the effectiveness of these approaches for different age, language and modality groups.
6. Examine the ELD Standards and how they relate to the California Academic Content Standards.
7. Prepare and deliver effective lesson plans following standards-based models for English language development.
8. Understand the role of ELD, ELD/Content and SDAIE.
9. Examine the diverse organizational structures in schools to intake, assess, designate, place, teach, monitor and re-designate English learners.
10. Analyze the varied tools available for assessing student from diverse language backgrounds.
11. Study the organizational program delivery models of bilingual education (transitional, dual immersion, maintenance) and English Immersion (submersion, structured, and mainstream) and critique the effectiveness of these models.
12. Observe classrooms using difference language delivery systems and support personnel (instructional assistants, resource teachers, specialists) and volunteers (parents, students, community).
13. Practice facilitating access for all students, engaging students in the language acquisition and learning process by studying the processes that can deny or ensure equal access to the core curriculum.
14. Promote Literacy Development using Explicit and Alternative Approaches.
15. Practice building a pedagogical framework on the strengths of the socio-cultural background of the family.
16. Use the Cognitive Academic Language Learning Approach (CALLA) across the curriculum.

EDUC 404P PRAXIS: Second Language Acquisition for Secondary Students

(Same as EDUC 504P.) Corequisite, EDUC 404, or 504. This course is the fieldwork component that accompanies EDUC 404, or 504, Second Language Acquisition for Secondary Students. Fieldwork experiences are designed to extend candidates' affective and cognitive understanding of major ideas and emphases developed in the program and course work. (Offered as needed.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the TPEs.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. To integrate English language development into the teaching of specific content, e.g., science and history.
7. The candidate will observe and record the behavior of targeted students in the classroom and out of classroom, such as in playground, walk home, home visits, etc. (for those who will be part of the assigned group; five to seven hours).
8. The candidate will conduct an informal assessment of students using SOLOM, test results review, interview, survey, etc. (two hours).
9. The candidate will attend regular meetings outlined by the instructor and faculty associate member (five hours).
10. The candidate will conduct small group learning sessions with students (five to eight hours).
11. The candidate will maintain her/his Fieldwork Journal (hours vary).

EDUC 424 Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I

(Same as EDUC 524.) Corequisite, EDUC 424P. This course covers the historical background and present functions and organization of the American secondary school, characteristics of and appropriate methods of teaching and learning in the 12-18 age group, methods of assessing student progress, classroom management models, and the creation of instructional environments appropriate for the development of language and content literacy in the multicultural, multiethnic, multilingual, classroom. Guided by the California Standards for the Teaching Profession (CSTP), students will 1) consider implications for the creation of a positive, safe classroom environment, 2) develop a classroom organization and management plan, and 3) develop lesson plans in their subject area incorporating integrated and thematic teaching/learning and other SDAIE strategies founded upon the need for students to be social and communicative in their learning. (Offered every semester.) 3 credits.

Course Objectives:

1. Conducting a critical analysis of academic content standards as they impact student achievement (TPE 1B.1, 1B.3, 10.1).
2. Strategic planning and scheduling of instruction to ensure that students meet or exceed the standards (TPE 1B.3).
3. Using progress monitoring during instruction (TPE 2.1).
4. Using several models of assessment practices, including development of rubrics and guidelines, in a diverse classroom in the student's discipline (TPE 2.1, 3.1, 3.3, 8.2, 8.3).
5. Pacing instruction and re-teach content based on evidence gathered using assessment strategies (TPE 2.2).
6. Understanding the use of a variety of informal and formal, as well as formative and summative, assessments to determine students' progress and planning instruction (TPE 3.1, 8.2).
7. Understanding the purposes and uses of different types of diagnostic instruments (TPE 3.3).
8. Incorporating specific strategies, teaching/instructional activities, procedure and experiences to provide a balanced and comprehensive curriculum (TPE 4.1).
9. Creating a positive environment for all learners and developing clear expectations for academic and social growth (TPE 4.1, 4.2, 11.1, 11.3, 11.6)
10. Providing opportunities and adequate time for students to practice and apply what they have learned (TPE 4.6).
11. Taking additional steps to foster access and comprehension for all learners when students do not understand content (TPE 4.12).
12. Clearly communicating instructional objectives to students (TPE 5.1).
13. Ensuring that students understand what they are to do during instruction and monitor student progress toward academic goals (TPE 5.3).
14. Collaborating with peers and professionals in refining structure, organization, and implementation of academic delivery (TPE 5.6, 7.6, 9.10).
15. Merging theory and practice as they relate to the classroom experience (TPE 6, 9, 10.2).
16. Establishing intellectually challenging academic expectations and providing opportunities for students to develop advanced thinking and problem-solving skills (TPE 6C.1).
17. Exploring elements of teaching in a contemporary secondary school, including organization, structure, state standards and assessments, community expectations, and professional, legal, and ethical obligations (TPE 8.5, 12).
18. Understanding the purposes, strengths and limitations of a variety of instructional strategies, including examining student work; improving their successive uses of the strategies based on experience and reflection (TPE 9.5).
19. Selecting or adapting instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs (TPE 9.7).
20. Establishing procedures for routine tasks and manage transitions to maximize instructional time (TPE 10.2).
21. Developing and maintaining clear expectations for academic and social behavior (TPE 11.1).
22. Promoting student effort and engagement and creating a positive learning environment (TPE 11.2).
23. Taking responsibility for student academic learning outcomes (TPE 12.1).

EDUC 424P PRAXIS: Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I

(Same as EDUC 524P.) Corequisite EDUC 424. This course is the fieldwork component that accompanies EDUC 424, Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I in the Single Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the (TPEs).
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 424/524 course.
5. To develop an understanding of the knowledge and skills necessary to successfully complete the TPAs.
6. The candidate will observe a secondary teacher in his/her single subject area (i.e., language arts/English, science, social studies, mathematics, art, etc.).
7. The candidate will record observations and critique the experiences relating to discussion topics from EDUC 424/524.
8. The candidate will familiarize him/herself with the California academic content standards for his/her subject area.
9. The candidate will familiarize him/herself with the California state assessment tests.
10. The candidate will apply best practices observed in EDUC 424/524P to all assignments in 424/524.
11. The minimum total number of hours to be spent in the field is 20 hours (cumulative of observation time and additional interaction with teachers as necessary to fulfill the requirements of 424/524, but not including writing of the Teacher Methodology Critiques).

EDUC 425 Secondary Teaching Strategies in Cross-cultural Language and Academic Development II

(Same as EDUC 525.) Prerequisites, EDUC 424, 430, 432. Corequisite, EDUC 483. This builds upon the constructivist, student-centered foundations of learning development introduced in EDUC 424, and considers the following: 1) the practical application of English language development theory and models to content area teaching and critical thinking in multicultural, multiethnic, multilingual classroom, 2) the similarities and differences between English language development and SDAIE content development as they apply to single-subject curriculum planning, 3) group development theory and process, 4) assessment practices in a diverse classroom, and particularly how they relate to both the state and district standards and the needs of the diverse population, 5) complementing, enhancing, and promoting the development of student voice in secondary school teaching and learning. Students will develop a semester unit plan, cross-cultural curriculum strategies/resources, and assessment tools. This class will also provide students with an opportunity to examine their own practices in directed teaching. (Offered every semester.) 3 credits.

Course Objectives:

1. Merging theory and practice as they relate to the classroom experience (TPE 6, 9, 10.2).
2. Collaborating with peers and professionals in refining structure, organization, and implementation of academic delivery (TPE 5.6, 7.6, 9.10).
3. Exploring elements of teaching in a contemporary secondary school, including organization, structure, state standards and assessments, community Expectations, and professional, legal, and ethical obligations (TPE 8.5, 12).
4. Developing lesson plans that address California Content Standards and maximize student achievement in student's discipline (TPE 1B.1, 4.1, 4.2, 10.1).
5. Establishing intellectually challenging academic expectations and providing opportunities for students to develop advanced thinking and problem-solving skills as well as assuming increasing responsibility for learning (TPE 6C.1, 6C.3, 6C.4).
6. Understanding the purposes, strengths, and limitations of a variety of instructional strategies (TPE 9.5, 9.6, 9.7).
7. Using several models of assessment practices, including development of rubrics and guidelines, in a diverse classroom in the student's discipline (TPE 2.1, 3.1, 3.3, 8.2, 8.3).
8. Conducting a critical analysis of academic content standards as they impact student achievement (TPE 1B.1, 1B.3, 10.1).
9. Monitoring student learning during instruction (TPE 2.1, 2.2, 5.3, 5.6).
10. Working with various theories of learning and learning styles (TPE 1B.3, 9.9).
11. Creating a positive environment for all learners and developing clear expectations for academic and social growth (TPE 4.1, 4.2, 11.1, 11.3, 11.6).
12. Further demonstrate understanding of the differences between English language development and SDAIE content development as they apply to single-subject curriculum planning (TPE 4.12, 4.13, 5.2, 7.1, 7.2).
13. This class will also provide candidates with an opportunity to examine their own teaching practice through the use of reflective writing samples, a School Culture Analysis, an Academic Standards Project, and a Thematically Integrated Unit as it directly relates to their EDUC 582 experience.

EDUC 430 Secondary Subject Matter Methods

(Same as EDUC 530.) Prerequisite, EDUC 424. Corequisite, EDUC 430P. This course, taught separately for each content area by clinical faculty, is about understanding and experiencing content area instruction. Using the California Content Standards as the base, candidates learn to create constructivist content lesson plans, adapt different models of teaching to meet student needs, plan for interdisciplinary curriculum development, adapt lessons for specially designed academic instruction in English (SDAIE), use multiple measures, including formal and informal academic and language assessments to inform planning, modifications and use of support personnel, and classroom community building. A minimum of 15 hours of field experiences is required for this course. (Offered every semester.) 3 credits.

EDUC 430P PRAXIS: Secondary Subject Matter Methods

(Same as EDUC 530P.) Prerequisite, EDUC 424. Corequisite, EDUC 430, Secondary Subject Matter Methods in the Single Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 530 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will observe students in and out of the classroom at a public secondary school (two hours).
7. The candidate will conduct small group learning sessions with students (six hours).
8. The candidate will use California Content Standards to work with small group instruction in a classroom in his/her single subject (six hours).
9. The candidate will teach a lesson to whole class (two hours).
10. The candidate will provide feedback to student and family (hours vary).
11. The candidate will document instructional planning in lesson plans submitted to Clinical Faculty member (hours vary).

EDUC 431 Health Education for Teachers

(Same as EDUC 531.) This course provides teachers with a basic understanding of their role in the total school health program and how to create an emotionally healthy classroom environment. Topics that will be examined include: suicide, eating disorders, chronic and communicable disease, dating violence and health risk behaviors such as drug use. The course also examines the California Education Codes regarding parents' rights in the areas of sexuality education, laws regarding child abuse reporting and legal responsibilities regarding student safety. EDUC 431 does not include CPR training. (Offered every semester.) 3 credits.

Course Objectives:

1. Identify a variety of health issues that may affect a student's academic progress, including signs of stressors in students that may lead to depression and suicide and participation in high risk behaviors such as eating disorders, gang involvement, drug use, and sexual activity.
2. Develop knowledge about the components of the California Health Framework, the four unifying ideas of health literacy and instructional strategies that motivate students to practice healthy behaviors.
3. Identify health education resources that can be found online and in the community along with ways to integrate health topics into a variety of curricular areas.
4. Develop knowledge of the California Health Framework and it's guidelines for teaching students the information and skills needed to become health literate, maintain and improve health, prevent disease and reduce health related risk behaviors. Areas of emphasis include unintentional and intentional injuries, tobacco, use of alcohol and other drugs, sexual behaviors that result in HIV, STD's and unintended pregnancy, dietary patterns that contribute to disease and insufficient physical activity.
5. Evaluate own biases, beliefs and attitudes related to a variety of sensitive health issues that have a wide range of values in the community and how these topics may be handled in the classroom setting.
6. Identify ways to build positive self-esteem in students and foster acceptance of individual differences.
7. Identify a variety of community agencies available to assist families with health-related problems and promote healthy students, families, schools and communities.
8. Examine the bi-directional connection between health and academic success and research evidence that supports the claim that healthy kids learn better.
9. Identify common chronic and communicable diseases, steps to take when diseases are recognized and possible modifications that may help students with a chronic health condition to be successful in the classroom.
10. Analyze what teachers can do to prevent violence from occurring at school along with ways to create a peaceful classroom.
11. Recognize the signs of child abuse and identify the step to take when abuse is suspected.
12. Identify parts of the California Education Code that address Health Education and Parent's Rights.

EDUC 432 Content Area Literacy

(Same as EDUC 532.) Corequisite, EDUC 432P. An introductory course in the study of literacy processes and their relationship to the secondary school curricula and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, the use of fiction and non-fiction across the curriculum, literacy resources, including online resources, and variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds. (Twenty hours of a content case study is required in addition to the class time.) (Offered every semester.) 3 credits.

Course Objectives:

1. To study literacy processes and their relationship to the secondary school curricula and adolescent lives.
2. To consider the integration of literacy components - reading, writing, speaking, and listening in the content areas.
3. To explore literacy assessment models to determine how best to help students negotiate content texts.
4. To learn explicit language vocabulary strategies to enhance student learning in the content areas.
5. To integrate the use of fiction and non-fiction across the curriculum.
6. To develop literacy resources, including online resources to enhance content teaching.
7. To determine variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds.
8. To begin to work for empowering literacy as distinct from functional literacy.

EDUC 432P PRAXIS: Content Area Literacy

(Same as EDUC 532P.) Corequisite, EDUC 432. This course is the fieldwork component that accompanies EDUC 432, Content Area Literacy in the Single Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the Ed 532 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will conduct content literacy instruction in single subject area classroom (ten hours).
7. The candidate will meet with teacher of record to integrate instruction into unit plans (two hours).
8. The candidate will document instruction with lesson plans shared with teacher of record.
9. The candidate will obtain school/district/family permission to use student work in report of instruction.
10. The candidate will meet with teacher of record to reflect upon instructional strategies and classroom implementation (one hour).
11. The candidate will record experience in Class Case Study to be submitted to EDUC 532 instructor.

EDUC 434 Teaching Difficult Histories, Critical Discourse and Social Action

(Same as EDUC 634.) This course is designed to develop the knowledge and skills required to teach about "difficult histories" such as genocides, wars, and terrorism by examining history/social science curriculum and appropriate instructional methods. Students explore ways to teach about the dangers of indifference and the values of participation in a democracy by confronting the complexities of history. Specifically, students will develop their knowledge of a critical discourse educational model including (1) understanding multiple perspectives, (2) contextualizing facts and (3) connecting information to K-12 students' lives for relevancy. (Offered as needed.) 3 credits.

Course Objectives:

1. Demonstrate a working knowledge of the content, resources, and methodology to help elementary, middle and high school students face difficult histories, engage in critical discourse, and participate in social action.
2. Participate in critical discourse: understanding multiple perspectives, contextualizing events, and connection to personal experience and current issues.
3. Develop historical perspective and learn to connect the events of the past to students' lives.
4. Learn to help their students use their knowledge of the past to make informed choices in the present and future.
5. Articulate their understanding of key concepts and critical questions through formal writing experiences.
6. Learn to explore thinking, deconstructing and constructing ideas, in writing as a means to help K-12 students think more consciously.
7. Research, develop, and, if possible, implement curricular materials (i.e., a unit of study) that address one or more difficult histories or course themes.

EDUC 439 Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 540/540B.) Corequisite, EDUC 439P. (Bilingual (Spanish) section offered as EDUC 540B.) This course is taught in sequence over two semesters with EDUC 442 and provides understanding of the dynamics of California classrooms. The courses focus on creating a democratic learning community while adhering to the California content standards. Students learn long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with methods to increase learning opportunities by addressing diverse learning styles and needs. Students will employ specially designed academic and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards. These courses will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. (Offered every semester.) 3 credits.

EDUC 439P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 540P.) Corequisite, EDUC 439, Teaching and Learning in the Culturally Diverse Classroom I in the Multiple Subject Credential Program. P/NP. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 439/540 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will successfully engage in targeted observation of classroom organization and strategies.
7. The candidate will successfully engage classroom management, discipline, scheduling, and grouping.
8. The candidate will successfully engage in using the content standards, lesson delivery, room environment, and assessment.
9. The candidate will successfully engage in one-to-one tutoring in different content areas.
10. The candidate will successfully engage in differentiating instruction for individual students.

EDUC 442 Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 541/541B.) Prerequisite, EDUC 439. Corequisite, EDUC 442P. (Bilingual (Spanish) section offered as EDUC 541B.) This course is taught in sequence with EDUC 439 over two semesters and provides understanding of the dynamics of California classrooms. The courses focus on creating a democratic learning community while adhering to the California content standards. Students learn long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with methods to increase learning opportunities by addressing diverse learning styles and needs. Students will employ specially designed academic and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards. These courses will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. (Offered every semester.) 3 credits.

EDUC 442P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 541P.) Corequisite, EDUC 442. This course is the fieldwork component that accompanies EDUC 442, Teaching and Learning in the Culturally Diverse Classroom II in the Multiple Subject Credential Program. P/NP. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 442/541 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will successfully engage in the observation and recording of thematic, integrated teaching, teaching to standards.
7. The candidate will successfully engage in small group work planning and teaching mini history/social studies unit and project.
8. The candidate will successfully engage in monitoring and modifying instruction for individual students in the group.
9. The candidate will successfully plan and develop math and science center for the class.

EDUC 443 Teaching and Learning in the Culturally Diverse Classroom III

(Same as EDUC 542.) Prerequisite, EDUC 442. Corequisite, EDUC 482. This course is the third in a sequence on teaching and learning, and serves as the culminating class to accompany the student teaching experience. The course supports candidates in their planning and delivery of instruction and constructivism; using diverse models of teaching; implementing interdisciplinary curriculum development; application and reflection of planning and delivering a thematic unit as well as content lessons in specific disciplines addressing the California Academic Content Standards. The course requires students to write and modify plans for English learners and students with special needs. It prepares students to address the tasks outlined in Teacher Performance Assessments 3 and 4. Bilingual (Spanish) emphasis also offered as EDUC 443B, or 542B. (Offered every semester.) 3 credits.

EDUC 451 Educational Applications of Computers

(Same as EDUC 551.) An overview of the range of educational applications of computer technology including computer literacy, computer-assisted instruction, telecommunications, electronic grade books, problem solving, teacher utilities, networked learning environments, simulations, word processing, computer-managed instruction, test construction, computer maintenance, the electronic scholar, lesson authoring, schools of the future. Meets the Professional Clear requirements for classroom application of computers. (Offered every semester.) 3 credits.

Course Objectives:

1. Develop an awareness of the impact of computers on the individual, society and education.
2. Demonstrate knowledge of the legal, ethical, and acceptable use of technology including understanding of copyright, privacy, and safety issues.
3. Demonstrate competence in the use of on-line research resources and develop awareness of issues concerning authenticity, reliability, and bias of the data gathered.
4. Select criteria to evaluate technologies for relevance and effectiveness in teaching and learning in the culturally diverse classroom (multimedia, internet resources, telecommunications, computer assisted instruction, productivity and presentation tools).
5. Demonstrate appropriate use of various computer learning environments in classroom instruction aligned with California content standards and curriculum frameworks (tutorials, exploration, guided discovery, demonstration, simulation, presentation, communication, and tools for accomplishing specific tasks).
6. Design, adapt, and use lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning.
7. Interact online using e-mail, discussion groups, chat, bulletin boards, list servers, audio/video conferencing.
8. Demonstrate competency in the operation and maintenance of computer systems and peripheral hardware and software.
9. Demonstrate knowledge and skills in the use of technology for teacher productivity and management of records (e.g. word processing, database, spreadsheet, charts, tables, forms, grade books, and performance assessments).
10. Communicate through printed media and desktop publishing (incorporating charts, graphic design, lay-out, newsletters, signs, student reports, drawing, scanning, painting).
11. Author interactive multimedia and hypertext presentations for use in classroom instruction using text, graphics, sound, animation, video (web authoring, presentation programs, and hypertext authoring).
12. Create an electronic assessment portfolio providing evidence of meeting course objectives.

EDUC 470 Voice, Diversity, Equity and Social Justice

(Same as EDUC 570.) This course is designed to give experiences that sensitize and prepare future teachers for California's diverse public schools. The content includes diverse perspectives and ways of knowing. It promotes respect for diversity and its many dimensions. Students are encouraged to use this class as a laboratory to uncover assumptions and belief systems that have influenced how people understand those who may seem different. Students are encouraged to share their personal stories and insights. Due to the availability of speakers, current events, and students expressed needs, the course is dynamic and up to date, bringing the class participants and the reality of California schools face to face. (Offered every semester.) 3 credits.

Course Objectives:

1. Respect for all individuals, diversity and social justice.
2. Respect for cultural consciousness as a necessary and enriching dimension in one's intellectual growth.
3. Understanding of major theoretical issues that effect cultural diversity and education: contemporary demographics, culture, race, gender, language, social class, ableness, and religion.
4. Understanding of contemporary and historical issues regarding the social and cultural conditions of K-12 schools.
5. Understand the background experiences of students represented in California's diverse population: cultural, community and family structures/ traditions, languages and abilities.
6. Ability to reflect on the body of knowledge (listed above) in light of one's own social, ethnic and cultural experience and the experience shared by other members of the class.
7. Ability to systematically examine one's own stated and implied beliefs, attitudes and expectations related to gender, ethnicity, language, class, religion, and sexual orientation.
8. apply pedagogical practices that create socially safe and productive learning environments.
9. Ability to recognize and challenge prejudice, discrimination (individual/institutional), and bias as ways to create a school community which is physically, psychological, and socially safe.
10. Ability to use student life experiences, cultural traditions, and community values as resources in the instructional program.
11. Ability to evaluate instructional materials and identify/develop culturally responsive pedagogical practices.
12. Ability to act as social and educational reformers in anti-racism and anti-sexism who promote democratic classrooms and schools.

EDUC 471 Collaboration for Inclusive Schooling

(Same as EDUC 571.) This course focuses on collaboration, inclusive schooling, and learning characteristics of students with disabilities, effective teaching strategies, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. Fifteen hours of authentic experiences in the field will be required. This course meets the Mainstreaming requirements for the Clear Multiple/Single Subject Teaching Credential and the Administrative Services Credential and satisfies the course requirement for the following: MS/SS credential, PPS credential - school psychology specialization and the Ed.S. degree in school psychology, and the special education credentials and masters. (Offered every semester.) 3 credits.

Course Objectives:

1. To develop an understanding of the historical, legal, social, political, cultural, and economic perspectives regarding the role of special education in today's society.
2. To understand segregation and bias from a disability perspective.
3. To deconstruct bias in social environments, media and curriculum, and reconstruct them to be inclusive, equitable, and supportive of full social participation.
4. To explore the attitudes and behaviors of administrators, teachers, families, students, and the community that act as barriers to inclusive schooling, and to identify strategies to overcome these barriers.
5. To develop a "comfort level" toward and understanding of people with disabilities that is respectful.
6. To develop the skills necessary to be an effective and collaborative team member (e.g., communication, team building, role negotiation, problem solving strategies, conflict resolution, reflective practitioner).
7. To become familiar with terminology related to educational restructuring (e.g., inclusion, inclusive schooling, mainstreaming, integration, multiculturalism).
8. To describe the strengths, support needs, and learning and behavioral characteristics often associated with specific disabilities and to identify strategies to accommodate students with disabilities in the general education classroom, and to support their lifelong learning in inclusive environments.
9. To recognize ways of creating rich educational environments in which each student feels valued and safe, and in which each is enabled to make meaningful choices, has academic and social support, is learning and working in harmony with classmates, and facilitates positive self-esteem and self-advocacy.
10. To understand the basic principles and strategies of assessment, curriculum, and instruction that are appropriate for students with diverse backgrounds, and varying language, cognitive, and physical abilities.
11. To develop the ability to modify and evaluate curriculum in the general education environment that will meet students' individual needs based on short and long-term objectives formulated by using nondiscriminatory and authentic forms of assessments.
12. To identify resources (e.g., materials, professional literature and research, community service organizations and agencies, professional organizations, assistive technology) available to teachers, administrators, related service personnel, classroom aides, parents, students, and others related to educating students with disabilities.
13. To value all forms of family and community involvement in a diverse society while bringing families into the school as equal partners with the educational community.
14. To have a basic understanding of the major laws and funding sources related to special education program requirements (e.g., the Individuals with Disabilities Education Act (IDEA), California Education Code, Section 504, FERPA, ADA).
15. To explore the change process and develop the skills to be an effective change agent in schools and in the community.
16. To understand the merit and responsibilities of being an ethical practitioner.

EDUC 482 Student Teaching Multiple Subjects

(Same as EDUC 582.) Prerequisites, consent of instructor, EDUC 400, 402, 439, 442, 470, 471. Corequisite, EDUC 443, passage of CBEST, CSET, admission to teacher education program, successful completion of Constitution course or test requirement, successful completion of RICA, Certificate of Clearance. This fieldwork experience is designed to be completed during the final term of candidates' enrollment in the teacher education program and while candidates are concurrently enrolled in EDUC 443. Candidates are required to complete a minimum of 12 weeks of all day, everyday teaching in an appropriate K-12 classroom of a Master Teacher. Student teaching assignments are situated in public schools. Candidates must student teach in a public school in which 25% of the student body is of an ethnicity different from that of the candidate. Candidates are required to assume full teaching responsibilities for a period of at least four weeks. This course may be taken for 6 credits in one semester or taken twice for 3 credits each over two semesters. P/NP. May be repeated for credit. (Offered every semester.) 3-6 credits.

Course Objectives:

1. To assume full teaching responsibilities for at least four weeks.
2. To demonstrate knowledge and skills required by the CSTP and TPEs.
3. To link knowledge and skills from corresponding course work to appropriate classroom competencies required for successful teaching and student learning experiences.
4. To complete sufficient fieldwork experiences to successfully complete TPAs 3 and 4.
5. Candidates will demonstrate an understanding of and an open attitude about voice, diversity, equity, and social justice that allows them to communicate and work with all students.
6. Candidates will demonstrate lesson and unit planning skills using the California Academic Content Standards and a variety of lesson plan formats that address the following: why a lesson is being conducted, what the children expect to learn, how the lesson was conducted, an evaluation/assessment which examines whether or not the learning objectives have been met.
7. Candidates will demonstrate skill in using various models of teaching including: cooperative learning, direct instruction, team teaching or working with para-educators, resource personnel and volunteers, inquiry based projects, generative word.
8. Candidates will demonstrate an effective classroom management philosophy and techniques which help students learn responsibility that are based on: a democratic classroom community, a constructivist philosophy, a safe and healthy learning environment, mutual respect and understanding, modeling and teaching appropriate behavior and encouraging self discipline.
9. Candidates will demonstrate an understanding of long and short range planning, scheduling, and timing.
10. Candidates will demonstrate an understanding and ability to apply curricular integration techniques such as thematic units and projects.

EDUC 483 Student Teaching Single Subjects

(Same as EDUC 583.) Prerequisites, consent of instructor, EDUC 404, 424, 430, 432, 470, 471. Corequisites, EDUC 425. The candidates must also verify the following, successful completion of CSET, successful completion of the Constitution course or test requirement, successful completion of the prerequisite courses (no grade lower than B-), Certificate of Clearance (TB and Livescan), the application must be signed and approved by the Education Director. This student teaching, fieldwork experience is to be completed during the final term of a candidate's enrollment in the teacher education program and while the candidate is concurrently enrolled in EDUC 425. The candidate is required to complete a minimum of eighteen (18) weeks teaching in an appropriate single subject classroom, usually in grades 7-12, of a designated Master Teacher. The student teaching assignment must include instruction to English Learners and it is recommended that the class composition include a minimum of 25% English Learners. The assignment must meet the grade level diversity requirement (i.e., two of the following three grade spans: 7-8, 9-10 and 11-12, if grade level diversity has not been met through previous experience). The candidate is required to assume full teaching responsibility for the entire class. This course may be taken for 6 credits in one semester or taken twice for 3 credits each over two semesters. P/NP. May be repeated for credit. (Offered every semester). 3-6 credits.

Course Objectives:

1. To assume full teaching responsibilities no later than six weeks into the term, in a designated middle or secondary school classroom under the direct supervision of a Master Teacher.
2. To demonstrate knowledge and skills required by the CSTP and TPEs.
3. To link knowledge and skills from corresponding course work to appropriate classroom competencies required for successful teaching and student learning experiences.
4. To complete sufficient fieldwork experiences to successfully complete TPAs 3 and 4.
5. Candidates will demonstrate:

1. An understanding of and an open attitude about voice, diversity, equity, and social justice that allows them to communicate and work with all students.
2. Lesson and unit planning skills using the California Academic Content Standards and a variety of lesson plan formats that address the following:
   • Why a lesson is being conducted.
   • What the children expect to learn.
   • How the lesson was conducted.
   • An evaluation/assessment which examines whether or not the learning objectives have been met.
3. Skill in using various models of teaching including:
   • Cooperative learning.
   • Direct instruction.
   • Team teaching or working with para-educators, resource personnel and volunteers.
   • Inquiry based projects.
   • Generative Word.
4. An effective classroom management philosophy and techniques that help students learn responsibility that are based on:
   • A democratic classroom community.
   • A constructivist philosophy.
   • A safe and healthy learning environment.
   • Mutual respect and understanding.
   • Modeling and teaching appropriate behavior and encouraging self discipline.
5. An understanding of long and short range planning, scheduling, and timing.
6. An understanding and ability to apply curricular integration techniques such as thematic units and projects.

EDUC 499 Individual Study

Prerequisites, consent of dean of the College of Educational Studies and approval of petition. An opportunity for specialized study in an area of concern to the student and a certain amount of flexibility in programming for superior students. Not intended as a substitute for an established course. (Offered as needed.) 1-3 credits.

EDUC 500/500B Literacy and Learning: Elementary Reading

(Same as EDUC 400/400B.) Corequisite, EDUC 500P. (Bilingual section offered as EDUC 500B.) This course explores the components of balanced, comprehensive literacy instruction, and the research basis of effective literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds, and those with identified disabilities. Twenty hours of coaching while tutoring one-to-one with an elementary age student ensures the opportunity to bridge theory with practice. Study units are grounded in the principles of the California Standards for the Teaching Profession, Reading/Language Arts Framework for California Public Schools, and California Language Arts Standards. (Offered every semester.) 3 credits.

Course Objectives:

1. Demonstrate knowledge of the Reading and Language Arts Curriculum Frameworks for California Public Schools K - 12.
2. Demonstrate ways to connect course assignments to the CSTP (California Standards for the Teaching Profession) and the College of Educational Studies Vision Tree.
3. Demonstrate an understanding of the relationship between reading and the language processes of listening, speaking, and writing across the curriculum.
4. Cite various definitions and models of the reading process.
5. Demonstrate an understanding of effective forms of assessment for the purpose of designing and implementing assessment based instruction to meet the needs of all learners.
6. Demonstrate knowledge of a variety of approaches to reading instruction including, but not limited to, the language experience approach, literature response groups, reader's workshop, shared reading, guided reading, reader's theatre, and a basal reading program.
7. Demonstrate knowledge of a variety of approaches to writing instruction including but not limited to, early print products, journals, quick-writes, shared writing, writing fiction, writing non-fiction, writing poetry, writing book reviews, writing letters, and the process approach to writing.
8. Demonstrate an understanding of ways to provide systematic spelling instruction based on interpretation of a students' spelling errors and the understanding of stages of spelling development.
9. Design and implement a variety of strategies for literacy instruction that include both systematic and explicit plans in a literature rich environment based on the progression of development in the following:
   1. Phonemic awareness.
   2. Letter names and shapes.
   3. Sound symbol relationships.
   4. Word awareness.
   5. Syllable awareness.
   6. Develop ways to include multicultural children's literature throughout the curriculum.
   7. Demonstrate an understanding of the important influence that students' diverse backgrounds and needs have on literacy assessment and instruction.
   8. Demonstrate the ability to match readability of text and other reading materials with students' reading abilities and purpose.
   9. Demonstrate ways that explicit instruction, modeling, and systematic feedback about the conceptual organization of the scope and sequence of the linguistic units (sounds, rimes, syllables, morphemes; letter and letter combinations), connect to word recognition and vocabulary.
   10. Demonstrate ways to modify and accommodate materials and instruction that enable all students to participate in literacy activities.
   11. Demonstrate strategies to develop reading comprehension and higher-order thinking.
   12. Present evidence of successful collaboration with other educators, specialists, parents, and the community; and demonstrate the skill to reflect about his/her learning.

EDUC 500P PRAXIS: Literacy and Learning: Elementary Reading

(Same as EDUC 400P.) Corequisite, EDUC 500. This course is the fieldwork component that accompanies EDUC 500, Literacy and Learning: Elementary Reading in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

EDUC 501 Second Language Acquisition for Elementary Students

(Same as EDUC 402.) Corequisite, EDUC 501P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students at the elementary level. It focuses on language acquisition, assessment and literacy development from a socio-psycholinguistic point of view, including socio-cultural and political factors. It addresses the State ELD standards, assessment, planning for literacy and content area instruction and current language development program options. A minimum of 15 hours of authentic experiences in the field is required. (Offered every semester.) 3 credits.

EDUC 501P PRAXIS: Second Language Acquisition for Elementary Students

(Same as EDUC 402P.) Corequisite, EDUC 501. This course is the fieldwork component that accompanies EDUC 501, Second Language Acquisition for Elementary Students in California Schools in the Multiple Subject Credential Programs. (Offered every semester.) 1 credit.

EDUC 502/502B Spanish Language Acquisition, Literacy and Learning for Bilingual Settings

(Same as EDUC 403.) Prerequisites, EDUC 500, 501. (Bilingual (Spanish) section offered as EDUC 502B.) This course is designed specifically for candidates seeking the bilingual emphasis multiple subject credential. It reinforces first and second-language acquisition theory as it relates to diverse alternative bilingual settings in California including dual immersion, developmental/maintenance, and transitional bilingual education. Each of the models is introduced and used for exploration in how they best meet the needs of students in each of these alternatives in California. Policy and practice is reviewed and used as a backdrop for understanding the current controversy in public schools as well as the role of parents. Best practices for developing and reinforcing bilingualism and biliteracy are clearly presented and used for planning and delivering instruction. Students engage in a Spanish language literacy and integrated content project in a designated bilingual program school with a group of students in one of the three models. Spanish fluency is required for the course. (Offered as needed.) 3 credits.

Course Objectives:

1. A theoretical basis for Spanish language acquisition and literacy development and their application in alternative bilingual settings.
2. The socio-cultural and political and academic factors influencing parental choice for these programs.
3. The current program options allowed by the State of California for bilingual instruction and a timeline of their historical development.
4. Strategies for oral language development in Spanish targeting English fluent students in dual immersion.
5. Literacy development using both synthetic and analytic methods of instruction including "método global"; language experience; phonetic/syllabic; and generative word.
6. Skills and knowledge necessary to create and use curriculum and access materials students who are in dual language programs.
7. Factors that influence students' ability to learn such as: classroom climate and organization, print rich environment, curriculum and materials, qualified personnel, on-going professional development, and support.
8. Student assessment for language proficiency, placement, and achievement according to the Spanish Language Arts Standards (correlated to ELA) and other content area standards. Becoming familiar with language assessments, designations for language levels and monitoring for progression along the continuum.
9. Curriculum designs that integrate language and content for high levels of biliteracy, including difficult text.
10. Current developments and events relative to bilingualism and biliteracy in the U.S. and abroad.
11. Ability to recognize the role of the bilingual teacher and other professionals in the U.S.
12. Ability to use technology skills to access resources and to prepare and present work.
13. Ability to design and deliver a Spanish language arts and content project in a designated school.

EDUC 503 Foundations of Education

(Same as EDUC 401.) This is a three-part course designed to provide a foundational understanding of the field of education in three broad but interconnected areas: the intertwined history and philosophy of education, the sociology of education, and the development and learning of children/adolescence as it relates to the K-12 classroom. (Offered every semester.) 3 credits.

EDUC 504 Second Language Acquisition for Secondary Students

(Same as EDUC 404.) Corequisite, EDUC 504P. This course explores current theories on language acquisition and the practical applications of theoretical knowledge as they pertain to students in secondary school. The course focuses on dealing with language acquisition and assessment and literacy development from a socio-psycholinguistic point of view. (Offered every semester.) 3 credits.

Course Objectives:

1. Study factors that influence the schooling of language minority students.
2. Examine the socio-psycholinguistic and neurobiological view of language and literacy development.
3. Become familiar with language acquisition theory and the works of Chomsky, Vygotsky, Hymes, Halliday, Krashen, Cummins, Asher and others.
4. Examine the historical development of educating immigrants and other second language populations in the US, the timeline of English language development, including English immersion and bilingual education and the legal evolution at the state and federal level as well as major judicial decisions that affect the educational system including, but not limited to, Lau v. Nichols; Castañeda v. Pickard , ESEA, and Proposition 227.
5. Study the models of English language development and instruction (audio-lingual, natural approach, direct, contextual) and critique the effectiveness of these approaches for different age, language and modality groups.
6. Examine the ELD Standards and how they relate to the California Academic Content Standards.
7. Prepare and deliver effective lesson plans following standards-based models for English language development.
8. Understand the role of ELD, ELD/Content and SDAIE.
9. Examine the diverse organizational structures in schools to intake, assess, designate, place, teach, monitor and re-designate English learners.
10. Analyze the varied tools available for assessing student from diverse language backgrounds.
11. Study the organizational program delivery models of bilingual education (transitional, dual immersion, maintenance) and English Immersion (submersion, structured, and mainstream) and critique the effectiveness of these models.
12. Observe classrooms using difference language delivery systems and support personnel (instructional assistants, resource teachers, specialists) and volunteers (parents, students, community).
13. Practice facilitating access for all students, engaging students in the language acquisition and learning process by studying the processes that can deny or ensure equal access to the core curriculum.
14. Promote Literacy Development using Explicit and Alternative Approaches.
15. Practice building a pedagogical framework on the strengths of the socio-cultural background of the family.
16. Use the Cognitive Academic Language Learning Approach (CALLA) across the curriculum.

EDUC 504P PRAXIS: Second Language Acquisition for Secondary Students

(Same as EDUC 404P.) Corequisite, EDUC 504. This course is the fieldwork component that accompanies EDUC 504 Second Language Acquisition for Secondary Students. Fieldwork experiences are designed to extend candidates' affective and cognitive understanding of major ideas and emphases developed in the program and course work. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the TPEs.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. To integrate English language development into the teaching of specific content, e.g., science and history.
7. The candidate will observe and record the behavior of targeted students in the classroom and out of classroom, such as in playground, walk home, home visits, etc. (for those who will be part of the assigned group; five to seven hours).
8. The candidate will conduct an informal assessment of students using SOLOM, test results review, interview, survey, etc. (two hours).
9. The candidate will attend regular meetings outlined by the instructor and faculty associate member (five hours).
10. The candidate will conduct small group learning sessions with students (five to eight hours).
11. The candidate will maintain her/his Fieldwork Journal (hours vary).

EDUC 519 Strategies for Teaching Students with Mild/Moderate Disabilities

Education of children, youth, and young adults with mild/moderate disabilities provides a knowledge base and introduces skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct, and evaluate students with mild/moderate disabilities. A minimum of 25 hours of authentic field experience is required for this course. (Offered every semester.) 3 credits.

Course Objectives:

1. Define the terms "specific learning disability" and mental retardation as used in PL 94-142 and California Title V Criteria.
2. Describe behavioral characteristics often associated with both mild/moderate disability conditions.
3. List etiological considerations associated with mild/moderate disabilities.
4. Utilize pupil assessment data to identify children with mild/moderate disabilities.
5. Administer and interpret assessment instruments commonly used by teachers of students who have mild/moderate disabilities.
6. Develop an IEP based on observation and assessment of a student with a mild/moderate disabilities.
7. Tell how diagnostic information gained through assessment can be related to selecting methods of instruction.
8. Cite at least three variables which should be considered in developing a plan to include the student with mild/moderate disabilities into the general education classroom.
9. Demonstrate competencies in clinical teaching for students with mild/moderate disabilities, including individualized approaches, contingency management techniques, and other appropriate remediation modalities.
10. Evaluate academic progress and psycho-social adjustment of students with mild/moderate disabilities.
11. Name and describe intervention strategies for to assist students who act out, are aggressive, hyperkinetic, or withdraw. (This will include, but not be limited to, behavior shaping, contingency management, nutrition and pharmacological approaches.
12. Cite transition steps and vocational resources available to individuals with mild/moderate disabilities in the community.

EDUC 524 Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I

(Same as EDUC 424.) Corequisite, EDUC 524P. This course covers the historical background and present functions and organization of the American secondary school, characteristics of and appropriate methods of teaching and learning in the 12-18 age group, methods of assessing student progress, classroom management models, and the creation of instructional environments appropriate for the development of language and content literacy in the multicultural, multiethnic, multilingual, classroom. Guided by the California Standards for the Teaching Profession (CSTP), students will 1) consider implications for the creation of a positive, safe classroom environment, 2) develop a classroom organization and management plan, and 3) develop lesson plans in their subject area incorporating integrated and thematic teaching/learning and other SDAIE strategies founded upon the need for students to be social and communicative in their learning. (Offered every semester.) 3 credits.

Course Objectives:

1. Conducting a critical analysis of academic content standards as they impact student achievement (TPE 1B.1, 1B.3, 10.1).
2. Strategic planning and scheduling of instruction to ensure that students meet or exceed the standards (TPE 1B.3).
3. Using progress monitoring during instruction (TPE 2.1).
4. Using several models of assessment practices, including development of rubrics and guidelines, in a diverse classroom in the student's discipline (TPE 2.1, 3.1, 3.3, 8.2, 8.3).
5. Pacing instruction and re-teach content based on evidence gathered using assessment strategies (TPE 2.2).
6. Understanding the use of a variety of informal and formal, as well as formative and summative, assessments to determine students' progress and planning instruction (TPE 3.1, 8.2).
7. Understanding the purposes and uses of different types of diagnostic instruments (TPE 3.3).
8. Incorporating specific strategies, teaching/instructional activities, procedure and experiences to provide a balanced and comprehensive curriculum (TPE 4.1).
9. Creating a positive environment for all learners and developing clear expectations for academic and social growth (TPE 4.1, 4.2, 11.1, 11.3, 11.6).
10. Providing opportunities and adequate time for students to practice and apply what they have learned (TPE 4.6).
11. Taking additional steps to foster access and comprehension for all learners when students do not understand content (TPE 4.12).
12. Clearly communicating instructional objectives to students (TPE 5.1).
13. Ensuring that students understand what they are to do during instruction and monitor student progress toward academic goals (TPE 5.3).
14. Collaborating with peers and professionals in refining structure, organization, and implementation of academic delivery (TPE 5.6, 7.6, 9.10).
15. Merging theory and practice as they relate to the classroom experience (TPE 6, 9, 10.2).
16. Establishing intellectually challenging academic expectations and providing opportunities for students to develop advanced thinking and problem-solving skills (TPE 6C.1).
17. Exploring elements of teaching in a contemporary secondary school, including organization, structure, state standards and assessments, community expectations, and professional, legal, and ethical obligations (TPE 8.5, 12).
18. Understanding the purposes, strengths and limitations of a variety of instructional strategies, including examining student work; improving their successive uses of the strategies based on experience and reflection (TPE 9.5).
19. Selecting or adapting instructional strategies, grouping strategies, and instructional material to meet student learning goals and needs (TPE 9.7).
20. Establishing procedures for routine tasks and manage transitions to maximize instructional time (TPE 10.2).
21. Developing and maintaining clear expectations for academic and social behavior (TPE 11.1).
22. Promoting student effort and engagement and creating a positive learning environment (TPE 11.2).
23. Taking responsibility for student academic learning outcomes (TPE 12.1).

EDUC 524P PRAXIS: Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I

(Same as EDUC 424P.) Corequisite, EDUC 524. This course is the fieldwork component that accompanies EDUC 524, Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I in the Single Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the (TPEs).
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 424/524 course.
5. To develop an understanding of the knowledge and skills necessary to successfully complete the TPAs.
6. The candidate will observe a secondary teacher in his/her single subject area (i.e., language arts/English, science, social studies, mathematics, art, etc.).
7. The candidate will record observations and critique the experiences relating to discussion topics from EDUC 424/524.
8. The candidate will familiarize him/herself with the California academic content standards for his/her subject area.
9. The candidate will familiarize him/herself with the California state assessment tests.
10. The candidate will apply best practices observed in EDUC 424/524P to all assignments in 424/524.
11. The minimum total number of hours to be spent in the field is 20 hours (cumulative of observation time and additional interaction with teachers as necessary to fulfill the requirements of 424/524, but not including writing of the Teacher Methodology Critiques).

EDUC 525 Secondary Teaching Strategies in Cross-Cultural Language and Academic Development II

(Same as EDUC 425.) Prerequisites, EDUC 524, 530, 532. Corequisite, EDUC 583. This builds upon the constructivist, student-centered foundations of learning development introduced in EDUC 524 and considers the following: 1) the practical application of English language development theory and models to content area teaching and critical thinking in multicultural, multiethnic, multilingual classroom, 2) the similarities and differences between English language development and SDAIE content development as they apply to single-subject curriculum planning, 3) group development theory and process, 4) assessment practices in a diverse classroom, and particularly how they relate to both the state and district standards and the needs of the diverse population, 5) complementing, enhancing, and promoting the development of student voice in secondary school teaching and learning. Students will develop a semester unit plan, cross-cultural curriculum strategies/resources, and assessment tools. This class will also provide students with an opportunity to examine their own practices in directed teaching. (Offered every semester.) 3 credits.

Course Objectives:

1. Candidates will develop and extend understanding of the following concepts:
   1. Merging theory and practice as they relate to the classroom experience (TPE 6, 9, 10.2).
   2. Collaborating with peers and professionals in refining structure, organization, and implementation of academic delivery (TPE 5.6, 7.6, 9.10).
   3. Exploring elements of teaching in a contemporary secondary school, including organization, structure, state standards and assessments, community expectations, and professional, legal, and ethical obligations (TPE 8.5, 12).
   4. Developing lesson plans that address California Content Standards and maximize student achievement in student's discipline (TPE 1B.1, 4.1, 4.2, 10.1).
   5. Establishing intellectually challenging academic expectations and providing opportunities for students to develop advanced thinking and problem-solving skills as well as assuming increasing responsibility for learning (TPE 6C.1, 6C.3, 6C.4).
   6. Understanding the purposes, strengths, and limitations of a variety of instructional strategies (TPE 9.5, 9.6, 9.7).
   7. Using several models of assessment practices, including development of rubrics and guidelines, in a diverse classroom in the student's discipline (TPE 2.1, 3.1, 3.3, 8.2, 8.3).
   8. Conducting a critical analysis of academic content standards as they impact student achievement (TPE 1B.1, 1B.3, 10.1).
   9. Monitoring student learning during instruction (TPE 2.1, 2.2, 5.3, 5.6).
   10. Working with various theories of learning and learning styles (TPE 1B.3, 9.9).
   11. Creating a positive environment for all learners and developing clear expectations for academic and social growth (TPE 4.1, 4.2, 11.1, 11.3, 11.6).
   12. Further demonstrate understanding of the differences between English language development and SDAIE content development as they apply to single-subject curriculum planning (TPE 4.12, 4.13, 5.2, 7.1, 7.2).
2. This class will also provide candidates with an opportunity to examine their own teaching practice through the use of reflective writing samples, a School Culture Analysis, an Academic Standards Project, and a Thematically Integrated Unit as it directly relates to their EDUC 582 experience.

EDUC 530 Secondary Subject Matter Methods

(Same as EDUC 430.) Prerequisite, EDUC 524. Corequisite, EDUC 530P. This course, taught separately for each content area by clinical faculty, is about understanding and experiencing content area instruction. Using the California Content Standards as the base, candidates learn to create constructivist content lesson plans, adapt different models of teaching to meet student needs, plan for interdisciplinary curriculum development, adapt lessons for specially designed academic instruction in English (SDAIE), use multiple measures, including formal and informal academic and language assessments to inform planning, modifications and use of support personnel, and classroom community building. A minimum of 15 hours of field experiences is required for this course. (Offered every semester.) 3 credits.

EDUC 530P PRAXIS: Secondary Subject Matter Methods

(Same as EDUC 430P.) Corequisite, EDUC 530. This course is the fieldwork component that accompanies EDUC 530, Secondary Subject Matter Methods in the Single Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 530 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will observe students in and out of the classroom at a public secondary school (two hours).
7. The candidate will conduct small group learning sessions with students (six hours).
8. The candidate will use California Content Standards to work with small group instruction in a classroom in his/her single subject (six hours).
9. The candidate will teach a lesson to whole class (two hours).
10. The candidate will provide feedback to student and family (hours vary).
11. The candidate will document instructional planning in lesson plans submitted to Clinical Faculty member (hours vary).

EDUC 531 Health Education for Teachers

(Same as EDUC 431.) This course provides teachers with a basic understanding of their role in the total school health program and how to create an emotionally healthy classroom environment. Topics that will be examined include: suicide, eating disorders, chronic and communicable disease, dating violence and health risk behaviors such as drug use. The course also examines the California Education Codes regarding parents' rights in the areas of sexuality education, laws regarding child abuse reporting and legal responsibilities regarding student safety. EDUC 531 does not include CPR training. (Offered every semester.) 3 credits.

Note: All candidates for the multiple or single subject credential must also complete CPR training for child, infant and adult and provide proof of CPR certification to the Credentials Office. EDUC 531 does not include CPR training.

Course Objectives:

1. Identify a variety of health issues that may affect a student's academic progress, including signs of stressors in students that may lead to depression and suicide and participation in high risk behaviors such as eating disorders, gang involvement, drug use, and sexual activity.
2. Develop knowledge about the components of the California Health Framework, the four unifying ideas of health literacy and instructional strategies that motivate students to practice healthy behaviors.
3. Identify health education resources that can be found online and in the community along with ways to integrate health topics into a variety of curricular areas.
4. Develop knowledge of the California Health Framework and it's guidelines for teaching students the information and skills needed to become health literate, maintain and improve health, prevent disease and reduce health related risk behaviors. Areas of emphasis include unintentional and intentional injuries, tobacco, use of alcohol and other drugs, sexual behaviors that result in HIV, STD's and unintended pregnancy, dietary patterns that contribute to disease and insufficient physical activity.
5. Evaluate own biases, beliefs and attitudes related to a variety of sensitive health issues that have a wide range of values in the community and how these topics may be handled in the classroom setting.
6. Identify ways to build positive self-esteem in students and foster acceptance of individual differences.
7. Identify a variety of community agencies available to assist families with health-related problems and promote healthy students, families, schools and communities.
8. Examine the bi-directional connection between health and academic success and research evidence that supports the claim that healthy kids learn better.
9. Identify common chronic and communicable diseases, steps to take when diseases are recognized and possible modifications that may help students with a chronic health condition to be successful in the classroom.
10. Analyze what teachers can do to prevent violence from occurring at school along with ways to create a peaceful classroom.
11. Recognize the signs of child abuse and identify the step to take when abuse is suspected.
12. Identify parts of the California Education Code that address Health Education and Parent's Rights.

EDUC 532 Content Area Literacy

(Same as EDUC 432.) Corequisite, EDUC 532P. An introductory course in the study of literacy processes and their relationship to the secondary school curricula and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, the use of fiction and non-fiction across the curriculum, literacy resources, including online resources, and variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds. (Twenty hours of a content case study is required in addition to the class time.) (Offered every semester.) 3 credits.

Course Objectives:

1. To study literacy processes and their relationship to the secondary school curricula and adolescent lives.
2. To consider the integration of literacy components - reading, writing, speaking, and listening in the content areas.
3. To explore literacy assessment models to determine how best to help students negotiate content texts.
4. To learn explicit language vocabulary strategies to enhance student learning in the content areas.
5. To integrate the use of fiction and non-fiction across the curriculum.
6. To develop literacy resources, including online resources to enhance content teaching.
7. To determine variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds.
8. To begin to work for empowering literacy as distinct from functional literacy.
9. Authentic content literacy instruction is required in addition to the class time; students will document this work with a Class Case Study in their content area, working in a multicultural, multiethnic, multilingual classroom, incorporating a minimum of five literacy strategies into content area instruction.
10. The class case study will become part of the Single Subject Program Portfolio.
11. Literacy in the content areas is a critical element in secondary education. Students accessing content knowledge in a second language or with little experience reading text for meaning find content literacy particularly challenging. Thus, educators need to construct learning opportunities that maximize student learning with texts, acknowledging the correlation between primary language literacy and second language literacy and providing support for English learners as necessary.
12. In addition, this course addresses the two kinds of education - empowering education which leads to powerful literacy, and domesticating education which leads to functional literacy at best (Finn) - found in U.S. schools.
13. This course is designed to help teachers empower their students and themselves by going beyond functional literacy through critical theory.

EDUC 532P PRAXIS: Content Area Literacy

(Same as EDUC 432P.) Corequisite, EDUC 532. This course is the fieldwork component that accompanies EDUC 532, Content Area Literacy in the Single Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the Ed 532 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will conduct content literacy instruction in single subject area classroom (ten hours).
7. The candidate will meet with teacher of record to integrate instruction into unit plans (two hours).
8. The candidate will document instruction with lesson plans shared with teacher of record.
9. The candidate will obtain school/district/family permission to use student work in report of instruction.
10. The candidate will meet with teacher of record to reflect upon instructional strategies and classroom implementation (one hour).
11. The candidate will record experience in Class Case Study to be submitted to EDUC 532 instructor.

EDUC 540/540B Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 439.) Corequisite, EDUC 540P. (Bilingual (Spanish) section offered as EDUC 540B.) These two courses are taught in sequence over two semesters and provide understanding of the dynamics of California classrooms. The courses focus on creating a democratic learning community while adhering to the California content standards. Students learn long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with methods to increase learning opportunities by addressing diverse learning styles and needs. Students will employ specially designed academic and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards. These courses will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. (Offered every semester.) 3 credits.

Course Objectives:

1. For the TPEs, credential candidates are expected to develop knowledge and skills and to collect appropriate artifacts or other outcomes that provide evidence of expertise.
2. Students are asked to develop a climate of inquiry for learning.
3. Therefore, the following major units are designed to propel the learning and the learner to engage in thinking critically and reflect on effective and equitable instructional practices based on sound educational research.

EDUC 540P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom I

(Same as EDUC 439P.) Corequisite, EDUC 540. This course is the fieldwork component that accompanies EDUC 540, Teaching and Learning in the Culturally Diverse Classroom I in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 439/540 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will successfully engage in targeted observation of classroom organization and strategies.
7. The candidate will successfully engage classroom management, discipline, scheduling, and grouping.
8. The candidate will successfully engage in using the content standards, lesson delivery, room environment, and assessment.
9. The candidate will successfully engage in one-to-one tutoring in different content areas.
10. The candidate will successfully engage in differentiating instruction for individual students.

EDUC 541/541B Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 442.) Prerequisite, EDUC 540. Corequisite, EDUC 541P. (Bilingual (Spanish) section offered as EDUC 541B.) These two courses are taught in sequence over two semesters and provide understanding of the dynamics of California classrooms. The courses focus on creating a democratic learning community while adhering to the California content standards. Students learn long and short-term planning, models of teaching, and interdisciplinary curriculum development. Students become familiar with methods to increase learning opportunities by addressing diverse learning styles and needs. Students will employ specially designed academic and language assessments to inform planning, will learn to make modifications and how to use support personnel. Classroom experiences model instructional strategies and practices from the California State Frameworks and skills required for instruction using the California Standards. These courses will help prepare teacher candidates for the Teaching Performance Assessments. A minimum of 15 hours of field experience is required for each course. (Offered every semester.) 3 credits.

Course Objectives:

1. For the TPEs, credential candidates are expected to develop knowledge and skills and to collect appropriate artifacts or other outcomes that provide evidence of expertise.
2. Students are asked to develop a climate of inquiry for learning.
3. Therefore, the following major units are designed to propel the learning and the learner to engage in thinking critically and reflect on effective and equitable instructional practices based on sound educational research.

EDUC 541P PRAXIS: Teaching and Learning in the Culturally Diverse Classroom II

(Same as EDUC 442P.) Corequisite, EDUC 541. This course is the fieldwork component that accompanies EDUC 541, Teaching and Learning in the Culturally Diverse Classroom II in the Multiple Subject Credential Program. (Offered every semester.) 1 credit.

Course Objectives:

1. To initially develop knowledge and skills related to the Teaching Performance Expectations.
2. To link course work to life in classrooms.
3. To begin to collect artifacts and other documentation for each candidate's program portfolio.
4. To complete the designated field work tasks directly linked to the EDUC 442 or 541 course.
5. To develop the knowledge and skills necessary to successfully complete the TPA.
6. The candidate will successfully engage in the observation and recording of thematic, integrated teaching, teaching to standards.
7. The candidate will successfully engage in small group work planning and teaching mini history/social studies unit and project.
8. The candidate will successfully engage in monitoring and modifying instruction for individual students in the group.
9. The candidate will successfully plan and develop math and science center for the class.

EDUC 542 Teaching and Learning in the Culturally Diverse Classroom III

(Same as EDUC 443.) Prerequisite, EDUC 541. Corequisite, EDUC 582. This course is the third in a sequence on teaching and learning, and serves as the culminating class to accompany the student teaching experience. The course supports candidates in their planning and delivery of instruction and constructivism; using diverse models of teaching; implementing interdisciplinary curriculum development; application and reflection of planning and delivering a thematic unit as well as content lessons in specific disciplines addressing the California Academic Content Standards. The course requires students to write and modify plans for English learners and students with special needs. It prepares students to address the tasks outlined in Teacher Performance Assessments 3 and 4. Bilingual (Spanish) emphasis also offered as EDUC 542B. (Offered every semester.) 3 credits.

Course Objectives:

1. For the TPEs, credential candidates are expected to develop knowledge and skills and collect appropriate artifacts or other outcomes that provide evidence of expertise.
2. Students are asked to develop a climate of inquiry for learning. Therefore, the following major units are designed to propel the learning and the learner:

EDUC 544 Legal Aspects of Special Education

This course focuses on Federal and California State Laws relating to students with disabilities. Areas of emphasis will be the IDEA, NCLB, California Code of Education, and Section 504 of the Rehabilitation Act of 1973. (Offered every semester.) 3 credits.

Course Objectives:

1. To demonstrate knowledge of sound educational and administrative practices as required by state and federal special education mandates.
2. To recognize differences between laws, regulations, and policy.
3. To demonstrate skillful use of Chapman's Law School Library for the purpose of investigating legal and research holdings.
4. To learn to navigate the primary Federal and state web sites for pertaining to special education laws, regulations, and policy.
5. To identify and contact advocacy organizations on legal issues.
6. To participate in a "mock" legal preparation for mediation and due process hearings.
7. To recognize when a school district is out of compliance with state or federal law.
8. To understand the state receivership process when a school district is out of compliance with state or federal law.
9. To articulate the difference between issues that would be settled via the formal complaint procedure verses the due process procedure.
10. To understand the major components of IDEA, ADA, NCLB, and Section 504, and the California Education Code.
11. To use the tools of technology to access and gain political educational information and use it appropriately.
12. To become familiar with the "politics" of special education.

EDUC 550 Evaluating Teaching Performance Expectations

In this course candidates will review the Teaching Performance Expectations (TPEs), which are elements of the California Commission on Teacher Credentialing (CCTC) 2042 Teacher Preparation Program Standards. Multiple and single subject credential candidates will examine the following domains: making subject matter comprehensible to students; assessing student learning, engaging and supporting students in learning; planning instruction and designing learning experiences for students; creating and maintaining effective environments for students; developing as a professional educator. During the course, multiple and single subject credential candidates will complete the teaching performance assessments (TPAs), which are required by the California Commission on Teacher Credentialing. Successful completion of the TPAs is a credential requirement. P/NP. Fee:$295. (Offered every semester.) 1 credit.

Course Objectives:

1. Demonstrate a thorough understanding of the Teaching Performance Expectations.
2. Evaluate their own progress toward meeting each of the TPEs.

EDUC 551 Educational Applications of Computers

(Same as EDUC 451.) An overview of the range of educational applications of computer technology including computer literacy, computer-assisted instruction, telecommunications, electronic grade books, problem solving, teacher utilities, networked learning environments, simulations, word-processing, computer-managed instruction, test construction, computer maintenance, the electronic scholar, lesson authoring, schools of the future. Meets the Professional Clear requirements for classroom application of computers. (Offered every semester.) 3 credits.

Course Objectives:

1. Gain proficiency in the use of technology for productivity, communication and research.
2. Learn to integrate technology into the educational experience of all students, regardless of individual learning style, socio-economic background, culture, ethnicity, or special needs.
3. Use software and related media to access and evaluate information, analyze and solve problems, as well as collaborate and communicate ideas.
4. Use relevant and effective technologies for constructivist learning and teaching aligned with state curriculum content standards.
5. Develop an awareness of the impact of computers on the individual, society and education.
6. Demonstrate knowledge of the legal, ethical, and acceptable use of technology including understanding of copyright, privacy, and safety issues.
7. Demonstrate competence in the use of on-line research resources and develop awareness of issues concerning authenticity, reliability, and bias of the data gathered.
8. Select criteria to evaluate technologies for relevance and effectiveness in teaching and learning in the culturally diverse classroom (multimedia, internet resources, telecommunications, computer assisted instruction, productivity and presentation tools).
9. Demonstrate appropriate use of various computer learning environments in classroom instruction aligned with California content standards and curriculum frameworks (tutorials, exploration, guided discovery, demonstration, simulation, presentation, communication, and tools for accomplishing specific tasks).
10. Design, adapt, and use lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning.
11. Interact online using e-mail, discussion groups, chat, bulletin boards, list servers, audio/video conferencing.
12. Demonstrate competency in the operation and maintenance of computer systems and peripheral hardware and software.
13. Demonstrate knowledge and skills in the use of technology for teacher productivity and management of records (e.g. word processing, database, spreadsheet, charts, tables, forms, grade books, and performance assessments).
14. Communicate through printed media and desktop publishing (incorporating charts, graphic design, lay-out, newsletters, signs, student reports, drawing, scanning, painting).
15. Author interactive multimedia and hypertext presentations for use in classroom instruction using text, graphics, sound, animation, video (web authoring, presentation programs, and hypertext authoring).
16. Create an electronic assessment portfolio providing evidence of meeting course objectives.

EDUC 556 Evaluating Teaching Performance Expectations

In this course candidates will review the Teaching Performance Expectations (TPEs), which are elements of the California Commission on Teacher Credentialing (CCTC) 2042 Teacher Preparation Program Standards. Multiple and single subject credential candidates will examine the following domains: making subject matter comprehensible to students; assessing student learning, engaging and supporting students in learning; planning instruction and designing learning experiences for students; creating and maintaining effective environments for students; developing as a professional educator. During the course, multiple and single subject credential candidates will complete the teaching performance assessments (TPAs), which are required by the California Commission on Teacher Credentialing. Successful completion of the TPAs is a credential requirement. P/NP. (Offered every semester.) 1 credit.

Course Objectives:

1. Demonstrate a thorough understanding of the Teaching Performance Expectations.
2. Evaluate their own progress toward meeting each of the TPEs.

EDUC 560 Teaching Students with Moderate/Severe Disabilities

Education of children, youth, and young adults with moderate/severe disabilities provides a knowledge base and introduces the skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct, and evaluate students with moderate/severe disabilities. A minimum of 25 hours of authentic field experience is required for this course. (Offered spring semester.) 3 credits.

Course Objectives:

1. Define the population and describe the characteristics of individual referred to as "severely handicapped."
2. Identify and discuss the teamwork and multidisciplinary approach to service delivery.
3. List areas of curricular needs and goals for the severely handicapped population.
4. Utilize formal and informal techniques of assessment to determine the specific learning needs of severely handicapped population.
5. Develop an IEP based upon observations and assessments of a severely handicapped individuals.
6. Relate the selection of instructional strategies to diagnostic information gained through assessment.
7. Demonstrate knowledge of effective instructional strategies used with severely handicapped students (i.e., techniques based upon applied behavior analysis principles).
8. Analysis issues involved in developing curriculum in various skill areas (i.e., community, domestic, recreation, employment, motor, communication, functional academics).
9. Exhibit skills in task analysis, lesson planning and implementation of selected skill area curriculum.
10. Delineate some methods for monitoring and evaluating student progress as it relates to IEP goals and objectives.
11. Cite some considerations regarding the planning and implementation of transition programs.
12. Present some strategies to facilitate integration within school, neighborhood and community environments.

EDUC 570 Voice, Diversity, Equity, and Social Justice

(Same as EDUC 470.) This course is designed to give experiences that sensitize and prepare future teachers for California's diverse public schools. The content includes diverse perspectives and ways of knowing. It promotes respect for diversity and its many dimensions. Students are encouraged to use this class as a laboratory to uncover assumptions and belief systems that have influenced how people understand those who may seem different. Students are encouraged to share their personal stories and insights. Due to the availability of speakers, current events, and students expressed needs, the course is dynamic and up to date, bringing the class participants and the reality of California schools face to face. (Offered every semester.) 3 credits.

Course Objectives:

1. Respect for:
   1. All individuals, diversity and social justice.
   2. Cultural consciousness as a necessary and enriching dimension in one's intellectual growth.
2. Understanding of:
   1. Major theoretical issues that effect cultural diversity and education: contemporary demographics, culture, race, gender, language, social class, ableness, and religion.
   2. Contemporary and historical issues regarding the social and cultural conditions of K-12 schools.
   3. Background experiences of students represented in California's diverse population: cultural, community and family structures/ traditions, languages and abilities.
3. Ability to:
   1. Reflect on the body of knowledge (listed above) in light of one's own social, ethnic and cultural experience and the experience shared by other members of the class.
   2. Systematically examine one's own stated and implied beliefs, attitudes and expectations related to gender, ethnicity, language, class, religion and sexual orientation.
   3. Apply pedagogical practices that create socially safe and productive learning environments.
   4. Recognize and challenge prejudice, discrimination (individual/institutional), and bias as ways to create a school community which is physically, psychological and socially safe.
   5. Use student life experiences, cultural traditions and community values as resources in the instructional program.
   6. Evaluate instructional materials and identify/develop culturally responsive pedagogical practices.
   7. Act as social and educational reformers in anti-racism and anti-sexism who promote democratic classrooms and schools.

EDUC 571 Collaboration for Inclusive Schooling

(Same as EDUC 471.) This course focuses on collaboration, inclusive schooling, and learning characteristics of students with disabilities, effective teaching strategies, working with diverse families of students with disabilities, legal aspects of special education, and becoming an effective change agent in the schools. Fifteen hours of authentic experiences in the field will be required. This course meets the Mainstreaming requirements for the Clear Multiple/Single Subject Teaching Credential and the Administrative Services Credential and satisfies the course requirement for the following: MS/SS credential, PPS credential - school psychology specialization and the Ed.S. degree in school psychology, and the special education credentials and masters. (Offered every semester.) 3 credits.

Course Objectives:

1. To develop an understanding of the historical, legal, social, political, cultural, and economic perspectives regarding the role of special education in today's society.
2. To understand segregation and bias from a disability perspective.
3. To deconstruct bias in social environments, media and curriculum, and reconstruct them to be inclusive, equitable, and supportive of full social participation.
4. To explore the attitudes and behaviors of administrators, teachers, families, students, and the community that act as barriers to inclusive schooling, and to identify strategies to overcome these barriers.
5. To develop a "comfort level" toward and understanding of people with disabilities that is respectful.
6. To develop the skills necessary to be an effective and collaborative team member (e.g., communication, team building, role negotiation, problem solving strategies, conflict resolution, reflective practitioner).
7. To become familiar with terminology related to educational restructuring (e.g., inclusion, inclusive schooling, mainstreaming, integration, multiculturalism).
8. To describe the strengths, support needs, and learning and behavioral characteristics often associated with specific disabilities and to identify strategies to accommodate students with disabilities in the general education classroom, and to support their lifelong learning in inclusive environments.
9. To recognize ways of creating rich educational environments in which each student feels valued and safe, and in which each is enabled to make meaningful choices, has academic and social support, is learning and working in harmony with classmates, and facilitates positive self-esteem and self-advocacy.
10. To understand the basic principles and strategies of assessment, curriculum, and instruction that are appropriate for students with diverse backgrounds, and varying language, cognitive, and physical abilities.
11. To develop the ability to modify and evaluate curriculum in the general education environment that will meet students' individual needs based on short and long-term objectives formulated by using nondiscriminatory and authentic forms of assessments.
12. To identify resources (e.g., materials, professional literature and research, community service organizations and agencies, professional organizations, assistive technology) available to teachers, administrators, related service personnel, classroom aides, parents, students, and others related to educating students with disabilities.
13. To value all forms of family and community involvement in a diverse society while bringing families into the school as equal partners with the educational community.
14. To have a basic understanding of the major laws and funding sources related to special education program requirements (e.g., the Individuals with Disabilities Education Act (IDEA), California Education Code, Section 504, FERPA, ADA).
15. To explore the change process and develop the skills to be an effective change agent in schools and in the community.
16. To understand the merit and responsibilities of being an ethical practitioner.

EDUC 582 Student Teaching Multiple Subjects

(Same as EDUC 482.) Prerequisites, consent of instructor, EDUC 500, 501, 540, 541, 570<