District Interns in the Education
Specialist for Moderate/Severe Disabilities Program
enroll in the Professional Development Plan leading to the Preliminary
California Credential and a Professional Clear California Credential.
District Interns begin the Professional Development
Plan with the pre-requisite 240 clock hours of pre-service training
provided before entering the classroom. Classes
are held on Thursday evenings and selected Saturdays.
District Interns in the regular Education Specialist
Program must attend an additional 120 clock hours of practicum
focusing on general education fieldwork conducted during the second
summer.
Completion requirements include passage
of the Reading Instruction Competence Assessment (RICA) by the
end of Level I program (two years) in order
to be recommended for the Preliminary California Credential. Completion
of the Level II program (one year) leads to the recommendation
of the Professional Clear California Credential.
The
District Intern Program is tuition-free for those who culminate,
are recomended for a credential, and serve within the District
for one additional year.
| Level One |
| |
Course Title |
| |
|
Pre-Service Orientation: Foundations
for Special Education |
| |
|
Educational Foundations
and Individuals with Moderate / Severe Disabilities |
| |
|
Classroom Management |
| |
|
Foundations of Education (online course) |
| |
|
Assessment, the IEP and Instruction
for Moderate / Severe Disabilities |
| |
|
Curriculum and Instruction |
| |
|
Collaboration, Communication Skills and Inclusive Practices for Special Education |
| |
|
Collaboration, Consultation and Co-Teaching in General Education Setting |
| |
|
Methods of Teaching Movement, Mobility and Health Care |
| |
|
Methods of Developing Interpersonal and Social Interaction Skills |
| |
|
Curriculum and Methods of Teaching History/Social Science |
| |
|
Curriculum and Methods of Teaching Mathematics |
| |
|
Curriculum and Methods of Teaching Science |
| |
|
Teaching English Language Development (general) |
| |
|
Teaching Reading/Language Arts in General Education |
| |
|
Teaching Reading to Students with Special Needs |
| |
|
Teaching in a Multicultural Society Including Diverse Learners |
| |
|
Practice Teaching |
| |
|
Practice Teaching |
| |
|
Portfolio Construction and Reflection: Level
I |
| |
|
Completion of RICA required |
| |
|
|
| |
Recommendation of
Preliminary Credential |
| Level Two |
| |
Course Title |
| |
|
Advanced Seminar in Special
Education, Current/Emerging Research and Practice |
| |
|
Professional Development, Current/Emerging Research and Practice |
| |
|
Advanced Instruction, Life Skills, Study Skills and Inclusion |
| |
|
Advanced Data-Based Decision Making |
| |
|
Advanced Assessment and Planning for Students with Moderate/Severe Disabilities |
| |
|
Advanced Behavioral, Emotional, Environmental Supports |
| |
|
Transition, Vocational
and Career Development Planning |
| |
|
Advanced Leadership and Communication Skills |
| |
|
Technology and Special Education for Students with Moderate/Severe Disabilities |
| |
|
Teaching English Learners |
| |
|
Practice in Teaching I-VI |
| |
|
Practice in Teaching |
| |
|
Portfolio Construction
and Reflection: Level II |
| |
|
|
| |
Recommendation of
Professional Clear Credential |