Gideon Elrangidgid4u@yahoo.com310.313-178Professional Web page:http://www.csun.edu/~gme32619/

Professional Portfolio

628MM Spring 2008Prof. Kennedy

California State University at NorthridgeCSUN

”איש תחת גפנו ותאנתו“ “A person settles under his vine and fig

trees” Old Testament, Book Of Kings, Chapter 5

A very short Introduction:The purpose of this document is to set up a framework for a continual review my practices in light of professional standards. I will go through my goals for each competency area (standards) and what I do to meet student needs the area specified. I will provide a description of practices, examples, review and analysis as well as points to look out for and thoughts about moving forward. The order of presentation is by order of standards numbers. I will addressFocus competency Why is this an important area for my professional growth?What will be my goals for this competency area?What activities will I undertake to meet my goals?

SPED 628PROFESSIONAL PORTFOLIO

1. Eight sections, one for each standard of the CTC Standards 13-20. 2. In each section, identify a goal for your focus during your two-year induction

period. There should be at least one artifact to go with each competency (for a total of at least 8 artifacts for the portfolio this semester - one per standard). Every artifact should have a brief reflection with it in which you write about what this artifact represents in terms of your professional development, i.e., what you learned from attending this conference, writing this lesson plan, buying and evaluating software, etc. We will be sharing our portfolios at the last class meeting.

3. An artifact is a visual representation of how you pursued new knowledge and skills in order to achieve competency. Remember that they are products of your professional development, not your students’ development. Therefore, there are many different possibilities for artifacts, according to what you think best displays your learning in a particular area. Examples are (don’t forget to attach a reflection to each one!):

Copies of material from a conference or workshop that you attended; an example of how you used this new knowledge in your classroom

A lesson plan or unit plan that you developed Summary of an observation that you made of an exemplary teacher’s classroom Pictures of a project in your classroom, or community-based training activities Interviews with students, parents, other teachers One of your weekly journal entries that illustrates your learning

4. The portfolio will be a work in progress that you will present in final form when you take SPED 629. You will be adding artifacts throughout the two years. If you believe that you have achieved competency in an area that you selected this semester, you can stop collecting artifacts for this competency and select a new competency in that standard.

Standard 13:Data-Based Decision MakingEach candidate demonstrates the ability to continually analyze assessment and performance data to determine whether to maintain, modify or change specific instructional strategies, curricular content or adaptations, behavioral supports and/or daily schedules to facilitate skill acquisition and successful participation for each student.

Share a system or form that is used by special education teachers in your school to gather information from general education teachers who are including special education students. Describe how this information is used for progress monitoring.

Most of my work revolves around addressing needs of special education students. Even when working with general education population I make decision based upon the same principals.

I will apply Sound interventions which are based upon sound data I collect using a variety of sources. To review my practices I decided to use various appropriate examples as I go through these two upcoming years. I will reflect upon my work and interventions results.

Here is a short discussion of my work with A. This is a complex case involving various behavioral, academic, environmental and cultural factors interlaced into a knot. When I started working with A he was a 7th grader. He presented as an unstable presence in an ESL class. He had a hard time attending to task, he had difficulty with peers, he would disrupt class by talking and joking with others and he would get very upset when corrected to the point of shutting down and or being defiant and talking back to staff.I was a relatively new employee at the time but had knowledge and expertise working with special needs children in my previous capacity as an SDC teacher in a non public school. I started collecting info while putting out fires in various classes. Here are the main sources of information I collect and review on a regular basis.

I looked into his initial IEP to find some clues I spoke to teachers in classes I don’t normally visit I observed using a ABC (antecedent, Behavior Consequence) We initiated a Behavior Support plan based upon the most troublesome behavior

to the teachers. School psychologist suggested a non-intrusive replacement behavior to the tapping he was doing. The goal was to use isometric pressure instead of tapping. This did not work.

I changed A’s goal. I thought (and did not insist with the psychologist in the first IEP) the goal of the behavior was attention getting in the context of academic helplessness and a way to seek adult supervision. The new goal and strategy communicated to Gen Ed teachers was: If he starts acting out, treat it as if he is

raising his hand for academic help and ASSIST HIM. His goal was to state what he wants appropriately. It works!

I added him to my learning center for support and supervision. It works!

Productive supports and interventions are the main goal of my job as I see it and such interventions are more likely to succeed if based upon various sources and methods.

I will observe the student in various situations and during different days and communicate with that student in various situations using formal and informal interviews to listen and understand what the situation is and get an idea what the needs might be.

I will get Information from communicating with teachers and other professionals who work with that student.

I will use formal and informal testing which I conduct as well as test scores from state and federal testing.

I will review current and previous grades, IEP documents and reports on an on going basis. I will check current and sometimes previous year attendance. It is a good way to find correlations between student well being and school performance without having to ask parents too many tough questions.

I will continue to cultivate positive relationships with parents and guardians so that I can be talking openly with them and in some cases other family members and or guardians past and present.

I will monitor and adjust the way I spend my time between my various commitments so that I will be able to devote enough time to data collection and evaluation.

I will keep records of formal and informal testing and evaluations and use my weekly schedule to see if the time I dedicated to testing and collection of data is sufficient and discuss it with colleagues and supervisorsHere is a form I have developed to try and get a report from general education teachers. I found that they are more likely to respond to a formal looking paper. I rely on this only as a supplement to info I collect over a period of time but when you have new students, initial IEP’s or contentious ones I use it and it is helpful.

Standard 14: Advanced Behavioral, Emotional, and Environmental SupportsEach candidate demonstrates advanced knowledge and the ability to implement systemsthat assess, plan, and provide academic and social skill instruction to support studentswith complex behavioral and emotional needs. Each candidate works with educational,mental health, and other community resources in the ongoing process of designing,implementing, evaluating and modifying identified supports to ensure a positive learningenvironment.

What mental health services are available in your school, district and community for K-12 students? Give the names of the contact persons and the kind of services they provide.

Focus competency

Why is this an important area for my professional growth?What will be my goals for this competency area?What activities will I undertake to meet my goals?How will I evaluate my own growth towards my goals?

I will collaborate with general education teachers to develop, implement evaluate and modify original lessons and units addressing the specified behavioral and academic needs of special students. Such units will be written in an attempt to set these students for success without pointing them out as subjects of intervention.

It is important to me as the general education teachers have a hard time addressing these needs while tending to all students. Another reason its important is that too often special needs students in the general education classes are implicitly pointed out as needy and they don’t like it and feel embarrassed. By helping set up such inclusive lessons, I will increase general education teachers confidence in their ability to meet these students needs, strengthen relationships and acceptance of special needs students. Further, such lessons allow me to go to various students as needed and therefore make it seem natural when I give some “one on one” help to RSP students. As teacher confidence and familiarity with specific goals and needs increase, my hope is that it will have a lasting impact even when not in the classroom

I will be able to develop and implement at least two units per per school year in each of my classes

I will discuss students IEP’s with respective general education teachers and problem solve as I offer remediation but mainly suggest ideas for joint INTERVENTIONS IN THE FORM OF LESSONS and BEHAVIOR SUPPORT PLANS applying relevant strategies to address specific needs.

While I, in consultation with counselors, offer AB36.32 assessments and Healthy Start counseling during IEP and conferences, I have little control over parental decisions and

follow through. In many cases I see a need for family counseling and I can’t directly say it. I try to imply or ask a question like “did you ever go to counseling as a family?” However, in too many cases the parent are resistant and I must find ways to support the student and teachers who work with these students. I strongly believe that much of the emotional difficulties expressed in class are escape behaviors, a way to escape pain fear and negative thoughts. Confrontational and other anti social behaviors create a “high” of self produced drugs such as Adrenalin, dopamine and others, which act as pain-killers. Kids get in fights for that reason, at least some times, and giving them tools to self-monitor and problem solve is crucial. Here is a lesson I developed and delivered in a general education class where I collaborate with a fantastic English teacher.

Teacher writes on board

“All fights are a failure of communication” (Cyril Baird)

Discuss this quote with the kids. Have students define communication, analyze, synthesize and strategy in writing. Ask that students include the vocabulary words in their short definition. Read select responses

Students are asked to produce an essay with three parts

1 Describe a fight (no names!)

2, Analyze the reasons and the situation leading to the fight

3 Give both sides suggestions how they could have solved the problem through communication. Bonus: Give both sides a strategy to solve conflicts in the futureUse the graphic organizer to plan your essay and turn it in as part of your essay and definitions as a completed assignment. Remember to write the definitions in your own words.Email your work to me as an attachment. Some of it will be published on our school website. http://www.marinadelreyms.org/index.jsp?rn=3159963Feedback and discussion will be on nicenet news group under Strategy For Peace class key: S229956T77 You will be asked to join the class with your own user name and password. Do it! Review some of these links and write one sentence about each linkhttp://www.apahelpcenter.org/featuredtopics/feature.php?id=38&ch=2http://www.goodcharacter.com/BCBC/PreventingConflicts.htmlHint for success: Make it real and look into these links for ideas

Unfortunately I have had to report several instances of suspected child abuse every year including this one. It can be done online but the is a number for it.The police will get involved and they MUST if you report suspected child abuse. One crucial thing to remember: You MUST report if there is a REASONABLE SUSPICION abuse took place. DO NOT INVESTIGATE it. Just report, and if you have doubts, use the “judgment of your peers” as a guide. Remember to keep it confidential though to protect yourself and the child. If anyone ever confronts you do not engage in conversation, don’t deny or confirm. Just refer the parent or anyone who asks you a question to an administrator who should, and hopefully would say, “We can’t discuss these matters” Here is the website for LA area.http://dcfs.co.la.ca.us/contactus/childabuse.htmlThe phone number is: 1.800.540-4000

What mental health services are available in your school, district and community for K-12 students? Give the names of the contact persons and the kind of services they provide.

This is a challenging area for me and for many special education teachers I talk to. I come from a non public school and I have had many situations where I wanted to help a family and a child work better together to address their difficulties. Unfortunately, many factors inhibit such interventions. Denial due to guilt and fear is a major reason as well as some cultural resistance due to customs and traditions of some social groups. Another factor is professional boundaries. I am a teacher and not a therapist and I have to be careful to confine myself to my practice and the boundaries that come with it. This one is at times a painful limit. The resources I use are a referral to the department of mental health under AB 3236, which provide free mental health services for needy children and families. “The federal Individuals with Disabilities Act (IDEA) ensure that children with disabilities are entitled to a free, appropriate public education in the least restrictive environment. Special education pupils who require mental health services in any of the 13 disability categories may receive services from county mental health programs. To be eligible to receive services, they must have a current individualized education plan (IEP) on file. The services must align with the child’s needs as identified in the IEP and are designed so that children will benefit from their educational programs. They are free to all eligible students regardless of family income or resources. For additional information about this program, visit the California Department of Education website on Special Education services.”http://www.dmh.cahwnet.gov/This service is slow to materialize. It takes a long time, often a few months before an evaluation is completed and an IEP meeting addresses the report. The counselors and evaluators are many times changing before the children get used to them and open up. Worse, at times they get attached and then feel abandoned once again as the service

provider moves on to a better paying job. With that given, it still is a free resource and it works. The Department of mental health contracts with local clinics to provide services and I have had some positive experience with them in some cases.Here is a hot link to get the closest facility to your student:http://dmh.lacounty.info/providers/sa5.htmThe one closest to me is an agency with very good reputation is:DIDI HIRSCH-CULVER PALM CENTER 11133WASHINGTON BLVD. CULVER CITY, CA 90230 (310) 751-5354 Services Provided: Community Client, Crisis Intervention, Case Management, Community Health Promotion and Outpatient.

The best way for me to check if I am making progress on this goal is to find out if the general education teachers are asking to work with me next year and if they feel more comfortable having RSP students in their classes. I can find it out by talking to my supervisors and to the teachers. I also can actually monitor which lessons and units I was active in planning and delivering and evaluate with general education teachers.

Standard 15: Current and Emerging Research and PracticesEach candidate demonstrates knowledge of and ability to interpret apply and disseminatecurrent and emerging research, theory, legislation, policy and practice.

What legal issues and what curricular and instructional issues is your district focusing on this year? Find a source of reliable, valid, current information on at least two of these issues. Give the full citations for each.

Issue #1: e.g. math, inclusion, learning lab, behavior supportCurrent article on this topic (full citation)Your summary and interpretation of this articleHow you might apply the content of this article to your present teaching situation.Who else in your school/district might benefit from reading this article or website, and why?

Issue #2: same questions as above

Focus competency Why is this an important area for my professional growth?What will be my goals for this competency area?What activities will I undertake to meet my goals?How will I evaluate my own growth towards my goals?

My focus competency for standard 15 concerning Current and Emerging Research and Practices is to be able to research create and share strategies and lesson units which may improve the academic, social, and emotional achievements of students with special needs within the general education classrooms.

Research is important to me, and my students because it gives me an opportunity to renew my thinking and implement promising practices resulting from the experience of others in my field. Sharing practices I find very rewarding for myself and I just like to do it.

My goals for this area will be to evaluate practices using informal input from students, parents and colleagues

I will follow district publications and suggested program backed by research as well as professional magazines such as American Educator, Eric and the California department of Education. I will look out for suggested implementations and research-tested programs.

I will evaluate practices using informal input from students, parents and colleaguesA major focus for me this year, and always from now on, is how I use praise. I found out that I made a big mistake with my own child and luckily for me, for my child and for my students, we had an in house workshop on this issue at the start of the year. Here are the main points from The Scientific American of Dec 2007

I just make sure to praise effort and not how “smart” a child is and I also point out to children, including my own child, that the brain, like a muscle is a developing part of our body, which grows and strengthen as a result of hard work. In other words, if you want to get smarter, work hard!

I am going to discuss some broader issues here, please stay with me, as it is research based to the most part.

1 http://www.aclu-sc.org/News/Releases/2001/100015/?printer_friendly=1

2 http://susanohanian.org/show_special_news.html?id=162

3 http://notebook.lausd.net/pls/ptl/ptl_apps.nbk_doc_info.docinfo?p_type=D&p_doc_id=8822764http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_INSTRUCTIONAL_SVCS/ACTION PLAN IMPLEMENTATION BULLETIN_0.PDF

How are we doing as far as the Chandra Smith consent decree? The articles I chose to read have to do with core legal, and socio political questions and mandates we face in special and general education in the past 10 years and which continue to impact us all in our everyday quest to improve the achievement and well being of young people. The scope of it and the risk of not being able to cover it thoroughly do not deter me and I am sure it is a better way for me to go about this assignment. It will help me see and re-examine my practices in a broad context. .

Despite of some progress I see (and help facilitate) I also see in front of me at least two reliable well-referenced articles saying that as a district we are not quite there and much should be done. Granted the articles are from2001 and from 2006 and I have seen improvement since but the fact that lawyers and involved families are unhappy with the progress needs to be taken seriously. Calling the LAUSD's special-education performance in 2004-05 "haphazard at best," independent monitor Carl Cohn wrote to Superintendent Roy Romer that the absence of accountability toward achieving the goals is "inexcusable."This sounds serious to me. This person, Mr. Carl Cohn, is the court appointed monitor of progress the LAUSD makes towards fulfilling its commitments agreed upon in the original Chandra Smith consent decree G.E.)Its important to note that Families and lawyer involved in the 1996 landmark decree filed a formal complaint with the court in 2001, 5 years after the decree was agreed upon. In their 2001 complaint they said that there’s much to be done.“Civil rights attorneys have worked with the district since 1996 to develop numerous plans, listing activities which the District promised to carry out to better serve special education students. The District has yet to carry out many of those activities, including: Failure to implement an information management system as specified in the consent decree

Failure to provide required speech and language services to thousands of studentsFailure to fully implement a telephone helpline in the District's primary languagesFailure to fully institute required campus compliance reviewsFailure to fully train on-site special education compliance teamsFailure to fully institute on-site inventory system for resources necessary to carry out Individualized Education Programs (IEPs) for studentsFailure to fully implement training for staff to provide translation and interpretive servicesFailure to involve parents as specified in the parent participation plan

This quote comes from an article number 1 in the hyperlinks above. It appeared on the ACLU website in 2001I have to say that much have been done to close these open gaps. I am a part of it and I would testify to doing most, if not all of the required. Some of these complaints I can’t attest to, as verification would involve a review of all LAUSD schools. I know for a fact only what goes on in my school. However, we are implementing policy stated and required by the district so I am hoping the situation is improving in other schools too. The reason I chose to talk about this (at the risk of giving just a glimpse of the whole issue) is that I am employed based upon this decree. Granted, the IDEA law is the basis for funding and requiring special education services but here in Los Angeles, special education has changed for the better because of this struggle. There is one issue though which resulted from this decree and which I believe will backlash. It is much more difficult to qualify special needs children under the Emotional Disturbance definition. I made an effort to find the decree itself on Google but was unable to. I gave up early, as I trust my school psychologist who told me the reason why it’s more difficult to qualify a student as having emotional disturbance. During the negotiation and (or) as part of the fact finding involved, a sample of special needs students who were qualified in their IEPs as having emotional disturbance had been reviewed. The review found the vast majority as ineligible. Further, a disproportionate number of these students were African Americans which may open the door for law suites based upon a possible violation of civil rights. It gave an appearance if not credence to the claim that these students were removed from general education classes before all appropriate measures were taken to meet their needs. In other words, general education teachers wanted them out because they were hard to handle. Add to that that a disproportionate number of ED students are African Americans and the lawyers have reason to worry as well as any well meaning citizen let alone a special education teacher.With all this in mind, as well as the case of W, which I raised in one of my journals, I feel that we over reacted in preventing or aggressively limiting the use of ED to qualify students with needs.Yes we can arrange for a behavior support plan even without an IEP.Yes we can provide services as needed. However, f I don’t have this child on my list, I am less likely to persue this case and leave it for the dean or others. I am overworked as is and so are other RSP teachers in my school. It’s painful for me to say this but its true. I tried though but it was not enough. By the

time we had been working to arrange a Student Study Team meeting, W was moved to another school and with good reason. These kids are moved from school to school based upon legitimate concerns of safety and well being of other students and staff. Given how slow the process is, they do not get the support they need at least in some cases.What to do?I will give this topic a priority even if it’s not my caseload. It bothers me that in the name of doing the right thing, applying non-discriminatory practices we sometimes deprive children of the support they need. I will talk to supervisors about this and try to create awareness so it could be dealt with if and when needed appropriately

My other concern has to do with no child left behind.To look at the result of this law I will discuss in short its effect upon policy in my school district.AYP (Adequate Yearly Progress) is the sacred word in school and district level decision-making process. It may seem to be a good thing as far as implementing the NCLB law but as it stands now there are some serious questions.Here are some strategies suggested based upon data collection by LAUSD to help special needs student MEET AYP targets. Again, sounds good doesn’t it? Here we goSee hyperlink number 3“MEM- 3515.1 ATTACHMENT AMay 9, 2007- 4 -Effective Strategies for Students with DisabilitiesLeadershipEstablish a collaborative model with both general education and special education teachers.Recognize that special education teachers need to provide the core program and are critical to AYP achievement.Facilitate each general education teacher adopting a special education student in their classroom in order to foster a feelingof responsibility with all teachers for all students.Implement learning centers.Ensure resource teacher conducts learning center and collaborative programs daily.Assign special education teachers to grade level teams to promote networking.Professional Development / Grade Level / Department MeetingConduct grade level planning meetings and encourage special education teachers to be co-presenters.Include special education teachers participate in staff development for concept-based lessons in mathematics, ReadingFirst, and lesson study, etc.Resource Specialist delivers professional development for general education teachers which facilitates collaboration, coteaching,team teaching, and the collaborative model.Provide special education in-services for general education teachers.Data Analysis

Analyze data to determine if some students with disabilities are scoring at the same level as general education students.Use case studies, including pictures, when analyzing student data.Monitor Individualized Education Program (IEP) goals to make sure that instruction is delivered at their performance level,at the same time students are exposed to grade level standards.Consistent delivery of the coreFocus on grade-level specific standards-based instruction in Special Day Class (SDC) / Specific Learning Disabilities(SLD).Include students with disabilities in all unit and periodic assessments at grade level to prepare them for CST.Bring in students at the end of the IEPs so students know what is happening and are a part of the process.Use of Conversation, Help, Activity, Movement, Participation (CHAMPS) for middle school classroom management.Facilitate mainstreaming and promote inclusion.Use of ResourcesImplement programs including:• Asset Building.• Character Development Program.• After school reading/math clubs/intervention.• Student-led conferences.• Use of supplemental materials for students with disabilities.Supplement learning at occupational center. (Secondary)Implementation of "Voyager Program."

My principal is a very methodical and disciplined person and we actually follow these strategies to achieve our AYP. Here is the main issue I have with it. As a mechanism, NCLB place blame and punitive actions upon teachers, administrators and students and it applies inherently unfair criteria to do so. Poverty, lack of quality parent child experience in reading together along with single families issues present many LAUSD schools with an ufair task. The law expects us to compete and to “not leave any child behind” as compared with affluent neighborhood schools.Poverty, single family homes issues, second language difficulties, parents who are struggling to put food on the table and roof over the heads of our students to the extent that they are hard pressed to come to an open house night let alone PTA meetings, all are difficulties which directly affect student achievements. Various research articles suggest that these factors, specifically poverty, may impact childrens’ brain development and test scores.http://susanohanian.org/show_research.html?id=228 also see ETS (educational Testing Service)This research, which is pointing to the correlation between family-related socio economic factors and student performance, could be viewed as the main reason why this law is unreasonable and deceptive in its premise. Some children start at a disadvantage and have experience and talents not measured by the testing criteria. I want to see a Beverley hills child of a well rounded family get along and survive some of the environmental factors

many of my student handle daily. Not many will and they aught to be respected for that resiliency.http://www.ets.org/Media/Education_Topics/pdf/5678_PERCReport_School.pdf An emphasis in LAUSD has been “closing the achievement gap” see http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATIONS/FLDR_INSTRUCTIONAL_SVCS/ACTION PLAN IMPLEMENTATION BULLETIN_0.PDF

Here are the “tenets” or the main components the district set for it’s “closing the achievement gap” plan approved by the LA county board of education:

The plan goes on to identify specific actions in each tenet of the plan.The strategies suggested by the district are based upon data analysis and are helpful. My judgment, based upon observation of what goes on in my school, is that we are following the plan. We are working to ensure students have an opportunity to learn, we are taking part in on going in house training and workshops, we try to foster a welcoming environment for all students and we meet and analyze test results in faculty meetings and informally. We even have regular meetings with outside experts making suggestions based upon this on going analysis of our schools’ test scores. We make up our minds what are some focus standards we should concentrate on based upon analysis of students’ test performance in standards related test questions. We also devise strategy to improve our students future testing performance in these standards by honing in on these areas of need we want to work on. However, within the present socio-political make-up of my school’s student population and budgetary climate in my school and in the district, these strategies may work only to an extent. Research shows that these “four factors account for about two-thirds of the large differences among states in National Assessment of Educational Progress (NAEP) eighth-grade reading scores.” “The analysis provided here uses four family/home factors that previous research has shown to be linked to student achievement. To some degree, each is likely to be related to the others: single parent families, parents reading to young children every day, hours spent watching television, and the frequency of school absences.” It is important to note that it’s safe to assume that attendance positively correlates with economic hardship and difficult family situations. All of this points to another conclusion: the higher the socio economic

status of students’ parents and families, the higher the test scores of the students. In other words, we could and should work harder for these kids but remind our politicians that educators should not be used as scapegoats for the shortcomings of our society but as partners in a campaign to improve the prospect of our students and communities.See family factors impact upon test scores in the research in page 4 in this document:http://www.ets.org/Media/Education_Topics/pdf/5678_PERCReport_School.pdf Given the cuts planned by the governor and the much-discussed under-funding of NCLB, many ask how is it that a mandate does not carry the financial support along with it. This is just one example of how irresponsible the process is and how unfair it is to the my district’s students and employees in all levels. Here is where it all goes. Since funding is lacking and the demands are high and emotionally draining and demoralizing at times, teachers leave the poor functioning schools. Administrators are under the gun and in some cases, caving under the pressure, they make the school environment coercive. This law is coercive. Principals want out of poor functioning schools just as badly as some of us do. The sad part is that many of the better teachers and principals (but not all) find jobs where AYP is not a sword over them and they can work to help student grow other than training them how to jump through standardized hoops; schools which do not threaten their feeling of fulfilling a mission, accomplishment or indirectly reduce their neighborhood property values. Test scores cause that too as we are talking about a coercive law here. Who is left behind? OUR CHILDREN ARE LEFT BEHIND. Needy, poor, and mistreated students are left behind. Those who are forced to take tests, which further their feelings of inadequacy and re-affirm their distrust of authority, are left behind. I think that the unintended consequence of NCLB is to further the social and political isolation and neglect of poor neighborhoods as the flight out has just began. I will follow suggested strategies and mandates and keep my spirit and my student spirit up but the law has to change or be revoked and re written and I believe it will!

Standard 16: Transition and Transition PlanningEach candidate demonstrates knowledge of and the ability to implement factors associated with successful planning and implementation of transitional life experiences for students with mild/moderate/severe disabilities. Each candidate collaborates with personnel from other educational and community agencies to plan for successful transitions by students.

Using your own transitions as a starting point, what kinds of supports, plans, and information/skills do you think would be most effective and useful for students with MM special needs as they transition through educational stages and on to adult life? You can focus on one stage, e.g. elementary transition to middle school, middle to high school, high school to adult life (postsecondary education, employment, independent living). Incorporate points from State of California Transition guide, to be found at:

http://www.calstat.org/publications/pdfs/transition_guide_07.pdfand The SpecialEdge http://www.calstat.org/publications/pdfs/2004sumE.pdf Summer 2004, Volume 17, Number 3. Entire issue: Transition & Workability.

Focus competency Why is this an important area for my professional growth?What will be my goals for this competency area?What activities will I undertake to meet my goals?How will I evaluate my own growth towards my goals?

My focus competency for this standard will be to improve my ability to integrate transition related skills into my daily work and make transition skills the driving force behind all my work with students, guardians and colleagues.

It is important because successful transition into self-reliance is the ultimate goal of education in my mind and I want to do what I can to make a lasting positive impact upon the lives of students I work with. The district (LAUSD) has been moving in that direction for some time and with good reason.

I will be able to work with families, students and staff on transition goals and long term planning and connect lesson and units I work on to students’ transition goals and related skills.

I will perform interviewssurvays, and screenings of various types as needed before all of my IEP’s so that team members and students identify wishes talents and strengths which may turn out possible opportunities.

Since I believe that work habits and cooperation marks are indicative of academic performance and that long term planning and awareness contribute to positive work habits, I will use these periodic grades to asses and re-think transition planning and goals.

Here is something I worked very hard on and I am making available for other professionals via personal connections and my website:

EMANCIPATION AND TRANSITION RESOURCES

Independent Living Programs http://www.childsworld.ca.gov/PG1350.htm is a federal program designed to help present and former foster youth, ages 16-21. prepare and succeed in being on their own Offers living and job skills classes, funding for college or trade school, start up work clothes, uniforms, tools, union dues. Etc.

CALWORKS http://lsnc.net/calworks/index.php/Main_Page http://www.cdss.ca.gov/civilrights/PG594.htm http://www.dss.cahwnet.gov/CDSSWEB/PG141.htm Is a welfare program that gives cash aid and services to eligible needy California families.

Regional Occupation Programs: This program offers a combination of school and on the-job training for both high school students and adults. Students can earn credits toward graduation. Most programs offer job placement upon completion Check with the high school counselor or call the local school district office for the nearest location and schedule of classes.

Job Corps: http://www.nelanet.org/jobtrack/jobcorps.htm This is the link to Los Angeles Jobcorps center. They also is also have a national website- A program designed to provide job training Offers both residency and non-residency options. They provide assistance with the completion of a high school diploma or the GED. Pays for training plus a monthly stipend (allowance)

California Conservation Corps - http://www.ccc.ca.gov/ - Similar program to Job Corp, but the training options are more focused on outdoor conservation work such as, working in state parks, beaches, or on highways. ALSO INCLUDE SME RESIDENTIAL FACILITIES. There are some clerical positions also available

California Department of Rehabilitation - http://www.dor.ca.gov/services.htm - Assists Californians with disabilities in obtaining and retaining employment and maximizing their ability to live independently in their community

S5I Social security income - http://www.ssa.gov/d&s1.htm Provides financial assistance to disabled people and others who have little or no income http://www.workworld.org/wwwebhelp/ssiget.htm Disabled people legal rights in U.S and around the world – a wealth of links – Another useful website with lots of helpful links to assist in getting financial assistance for disabled people is: http://www.arch-online.org/disability-benefits-legal-rights.htm

One Stop - http://www.careeronestop.org/ - Replaced JTP."" these programs provide trainingand assist people in job placement.

Employment Development Office - http://www.edd.ca.gov/ -State Unemployment office workers will help a youth find a job. Be sure to ask for a Youth Counselor Look in the phone book under State of California Employment Development Offices

Financial Aid: Federal money is available to pay for college or trade school tuition, books and living expenses Apply in January for the school year beginning in SeptemberAlthough application are accepted year round, the official deadline is March 2nd; priorityand grants are first given to those who meet the deadline. See a high school collegecounselor, colleges financial aid advisor or ILP Coordinator for applications. Infonn theperson assisting you that you are a present or former ward of the court, because yourapplications are completed differently.

Foster Youth Help - http://www.fosteryouthhelp.ca.gov/College.html - provided through the CaliforniaFoster Youth Ombudsman program to put present or former foster children in contactwith the resources available to them.http://www.fosteryouthhelp.ca.gov/10facts.html This one is a list with links of ten facts California foster youths should know and use to get settled and treated well.

EOP/EOP&s: http://www.csumentor.edu/planning/eop/ - The Educational Opportunity Program and Services is available at all colleges and universities (the title depends on the school). There are many advantages available for emancipating youth, such as tutoring, book vouchers, computer use.Checking in here can be very financially rewarding. Start the contact early, i.e.: the fallYear, prior to attending.

Waivers: There are a lot of times when a fee will be required, such as for college applications or SAT exams. You should always read the instructions in your application package to see if a waiver is available. SAT fee waivers are available through your high school counselor, but ask early because they often run out.

Community Colleges: Most people don't know that community colleges were originallyset up to help people trained for jobs. You should check with your local community college to see what certificate programs they offer. If you are not sure what sort of job you want, They might be able to offer you an aptitude/interest test to find out what you are good at and then suggest a career in that area. Most community college also has special services for people with special needs.

Community Colleges are a great place to start your college career. They offer classes in amore relaxed setting, with affordable tuition. As a foster or probation youth you areentitled to a fee waiver, which means you do not have to pay any tuition. This funding is

called the Board of Governors Grant (BOGG). Ask the EOP&S office or your financialaid advisor

There are several components to discuss and address in a proper IEP document. It is important because successful transition into self-reliance is the ultimate goal of education in my mind and I want to do what I can to make a lasting positive impact upon the lives of students I work with. The district (LAUSD) has been moving in that direction for some time and with good reason.

I have started a program to try to addresses all of these components. I teach a video production class to 20 middle school students with special needs at my school. See some more info in my focus competency section.

Here is a short description of a transition program into middle school, which we started at my school. We used a program from the district but it was flexible enough for me to give it the twist my students needed. Many have IEP’s and a few were SDC students. About 30% were students without special needs. I infused some valuable transition strategies and skills into an activity. Hereby is a segment of this summer’s program. We made a students’ produced guide to the incoming 6th graders. The concept was “service learning”. It included a community resource sheet, fun summer activities, a letter to a new student and a Google satelite image of the school with the room numbers and main attractions such as food, bathrooms and the dean and nurse offices and names. I just realized I did not keep a copy of it as the students held on to the maps they produced. Here are some samples of a letter to a new student. The whole book could be viewed on my idisk. The children’s actual handwriting is wonderful in its diversity and authenticity. Here is a link where you can vie this “summer book of Fun” and also download a ton of great stuff for teachers and parents as well as some for students. I’ll be adding stuff for kids too as I go, Click here for my iDisk Check out the Mr. E and Mrs. W’s summer book of fun.

The originals of the students’ writing were scanned and made into a book, of which all students got a copy for themselves.

Here is a sample of the form we used for the community resources section of the book. We worked on it in the computer lab to search and write down community resources available to students in their neighborhoods. You may download the clean form on my idisk at the link above, and use this without having to pay me for it. Just b nice to me!

Standard 17: Development of Specific EmphasisThe curriculum for the Professional Level II Education Specialist program providesopportunities to build upon the foundation of the Preliminary Level I Education SpecialistCredential program, expanding the scope and depth of study in specific content areas, as well as expertise in performing specialized functions.

What specialized functions or services are required in your current teaching position? How have you developed or plan to develop expertise in this area?

Focus competency Why is this an important area for my professional growth?What will be my goals for this competency area?What activities will I undertake to meet my goals?How will I evaluate my own growth towards my goals?

My specific area of emphasis is a video and film production class I teach at Marina Del Rey M.S. as a way to help students with special needs improve their ability to work in a group. Give and receive constructive criticism develop self-respect and self-reflection. The ultimate goal of the class I am teaching is to be able to rearrange their realities through the creative process or in other words bring about positive growth and change.

Here are some examples of specific assignments:Students write and recite a poem of 10 sentences all of which start with the words “I Am”We just completed work on “an issue that my generation will have to deal with and hopefully solve”. Several chose global warming. Another chose teen pregnancy but one other student used images from the Internet to put together a spot about child abuse. I spoke to mother to let her know and she said, “I don’t know why she works on something like this. The girl is NOT an identified student with special needs. She wants to become a doctor. Click to watch the spot Students are now working on a “family album” where they talk to an older member of their family or guardian about pictures of their family and friends and show these pictures.

I am also developing a power point with links to teaching resources I use during the course of my video class instruction. This is a public folder, which I plan to continue to develop as a way to share teaching resources, goodies and fun stuff for other teachers, parents and students. Check out the power point VIDEO PRIMER at the end of the list.

Here are some other skills I continue to develop:I must be quick on my feet and have resources available to address changing needs and dynamics as I move between 10 environments in a course of a week trying support

students in their respective classes. I wish I could do more but I am doing quite well for them and myself. As said I am developing lessons to address student needs in the general education classes. The challenge is to provide services to kids with IEP inside the class without making those kids self-conscious. Besides working with all students in that class as they ask for help, I collaborate with the teachers on units and lesson which address specific goals mentioned in IEP documents.My plan is to further develop additional lessons, adjust those lessons which I have developed based upon input from staff and students, and to conduct post lesson discussions and reflections by taking into considering outcome as well as changing needs..

Another emphasis is the Video Drama program but I will detail later in my portfolio.

Standard 18: Assessment of StudentsThe Level II program provides opportunities for each candidate to acquire skills andproficiency in identifying, describing, selecting, and administering a variety of standardized and non-standardized, formal and informal assessment procedures, and in using and interpreting these in a manner that is responsive to the cultural, socio-economic, and linguistic characteristics of individual students.

Describe an assessment skill, technique, etc. that you learned in SPED 620: Assessment in Special Education that you have implemented effectively in your teaching position.

Focus competency Why is this an important area for my professional growth? What will be my goals for this competency area? What activities will I undertake to meet my goals? How will I evaluate my own growth towards my goals?

I mostly use the Woodcock Johnson test to evaluate the needs of students I work with. I find it to be a useful and fairly accurate test. I also like to review test scores from the state-testing season because it allows focusing on specific skills. My principal had a specialist come and go over these detailed score in specific strands and we develop strategies based upon that. Please see the form for that purpose in the next few pages.I often use a reading comprehension informal evaluation based upon a close procedure. I have several practice close procedure supplemental workbooks for grade levels from 3rd to 8th. I use those pretest procedures to evaluate what I consider the most important of academic skills along with writing: reading comprehension. Here is a sample at the 6th grade entry level. It does not break down the specific skills but it gives a pretty accurate measure of overall reading comprehension skills. If you observe carefully when the student performs the task you may be able to develop a concept of student specific needs. You can see if they are having a hard time with decoding unfamiliar words, if they use strategies such as root words, or context clues as they get to place the missing words and

you can see if they are impulsive or calculated, methodical or intuitive as they go about this.

However, I also use several other formal and informal test procedures.

Standard 19: Curriculum and InstructionThe Level II program offers adequate opportunities for each candidate to acquire theknowledge and skills to teach, adapt, modify and integrate curriculum appropriate to theeducational needs of students with mild/moderate disabilities.I. Differentiated Instruction: Choose article #1 or #2..

For articles #1 or 2, answer questions # a and b.1.Tomlinson, C.A. Differentiation of Instruction in the Elementary Gradeshttp://www.ldonline.org/ld_indepth/teaching_techniques/differentiation.htmla. What is the underlying principle of differentiated instruction? b. Select one of the ideas for differentiating instruction in the articles and explain why and how you would implement it in your classroom.

2.Wormeli, Rick. Differentiating Instruction: A Modified Concerto in Four Movements http://www.ldonline.org/article.php?max=20&id=9&loc=27a. What is the underlying principle of differentiated instruction? b. Select one of the ideas for differentiating instruction in the articles and explain why and how you would implement it in your classroom.

On a film set you’d find a diverse group working on a cause of creating an experience but the process of making a movie is an experience symbolic our social structure in its own complexity. I loved the Sound Of Music analogy from the Rick Wormeli article Differentiating Instruction: A Modified Concerto In Four movements. The idea is based upon whet we all know intuitively and most of us adjust to in our daily lives. We interact based upon our partner’s tendencies and needs. The good teacher should be able to integrate knowledge of students’ developmental needs with cognitive theory of learning and retaining, into multi faceted, engaging delivery which would possibly be remembered at the end of the school year, not only at the beginning of the test. The most profound principal of differentiated instruction is that “what is fair in not always equal.” It is also the most difficult concept to teach students and administrators to accept yet it is a must do for a special educator. Connecting to prior knowledge and interest using open-ended question and tasks which respect students tendencies and developmental needs is also paramount.A lesson aiming to teach a “strategy for Peace” which I included previously may provide a good example. All kids had a fight they participated in or remembered. Yet their experience with it varied wildly. One may think it is a call for an eruption in the class but it has not been the case. Children were exceptionally respectful. They intuitively knew the purpose of the lesson and how important it is to all of them. The reason why it was important were different as well as the stories but they all knew it was important or relevant for their lives. They were open to learn how to analyze the fights they described. There was a context to their willingness and openness. They were respected and trusted and they were monitored by their peers and by staff. Better yet, they monitored their behavior because they wanted to know where the lesson might take them. Their written suggestions to both sides in the fights made them feel important, capable and skilled, but their solutions were written in a variety of styles, contents and linguistic sophistication yet it was all accepted. They were all riding the bikes and moving towards their destiny.

II. Universal Design: Read at least 2 chapters. Answer questions a. and b. that follow.Rose, D. & Meyer, A. Teaching Every Student in the Digital Age: Universal Design for Learning. http://www.cast.org/teachingeverystudent/ideas/tes/a. How would you explain the underlying fundamental principle of Universal

Design for Learning? b.What are some ways you could apply UDL in your instruction?

The symphony metaphor would work here as well as with differentiated instruction. In fact both are two faces of the same thing. The idea that a good teacher should be able to combine understanding of the students developmental needs, cognitive theory about memory and prior knowledge role in it into a harmoniously orchestrated and inclusive lessons where all student have a note to make. However, Universal Design for learning is based upon a theory of learning identifying processes involved in learning. It is suggested that there are three interconnected components in learning, which must be addressed to create a positive learning experience. I would like to call them indexing, networking and engaging. It is all based upon a growing body of brain research, which identifies the function of specific areas in the brain involved with learning.

The first stage is well defined as identifying and categorizing facts. This stage is the introduction of information or import of information into a brain. The key word in all of this approach is flexibility and in this case it must be said that the wires transmitting the info could be cables, wireless or cut and paste. What I mean by that is that a good, flexible teacher verifies that students have access to the facts in their strength modality; textbook, lecture, brail or electronic text.The second aspect or factor in learning is assigning meaning in terms of prior knowledge or connecting related experience by associating the information in an organizational pattern. Fitting the information into a larger meaningful structure so we can ”plan, execute and self monitor”. The last is to place value onto this newly introduced body of information in an emotional context as a result of experience. This is the stage where a student acts upon a new skill to apply it in a way that engages his or her emotional and sensory parts of the brain.In practical terms this means that the proper stages of a lesson are introduction/demonstration engagement in a guided activity and conclusion revolving around what it means in terms of applications and extension of lesson content in a larger more remote parts of a learners life. That part includes possible emotional implications and associations.

III. Neurodevelopmental Issues. Browse the All Kinds of Minds website and read at least 5-6 pieces of material. What are some All Kinds of Minds (Dr. Mel Levine) strategies that might work for your students? www.allkindsofminds.org/

This is a very useful website with a variety of links to teacher and parent resources. The general idea id to recognize that each student is an individual with tendencies, particularly learning habits, strengths and weaknesses and that we should differentiate our delivery and that we help students become aware of it so that they can help themselves as they try to learn and advance. I liked very much the section with students activities. The “flagship” of this website is the program (corellated with Dr. Levine’s book) is the “A Mind That’s Mine” program. It contains a wealth of lessons and activities which generally aims to increase students ability to learn by developing their learning skills through self awareness and discovery. It is sure to raise awareness of teachers and enrich their teaching vocabulary and effectiveness.I will add this link to my web page and I will try some of these activities with my students and see how it goes. I think that the parent tool kit should be prominent in my school website so that parents will get connected to it and I will try to make it happen.

. IV. English Learners. READ Collins, T. (2006). Culturally responsive literacy instruction. Teaching Exceptional

Children, 39(2), 62-65.Graves, A.W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple-

language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research & Practice,19(4), 262-272.

Van Garderen, D. & Whittaker, C. (2006). Planning differentiated, multicultural instruction for secondary inclusive classrooms. TEACHING Exceptional Children, 38(3), 12-20.

Summarize each article and describe how you would implement these ideas in your program.

Standard 20: Collaboration and ConsultationThe Level II program provides opportunities for each candidate to develop skills inCommunication, collaboration and consultation with teachers and other school personnel,Community-professionals, and parents. Each candidate is able to communicate relevantsocial, academic, and behavioral information in the areas of assessment, curriculum,behavior management, social adjustment, and legal requirements. Each candidate isprepared to serve in a coordination function before, during and after special educationplacement has been made.

Describe an idea, concept, etc. that you learned about in SPED 611, Consultation and Collaboration in Special Education, that you have applied to your teaching situation.

Focus competency Why is this an important area for my professional growth? What will be my goals for this competency area? What activities will I undertake to meet my goals?

How will I evaluate my own growth towards my goals?

Focus competence: developing skills in communicating goals and accommodations to general education teachersIt is the core of my ability to help these kids. If I want to help them I must make sure that the gen ed teacher know what to do with them when I am not around. Having said that I must also ask myself what is the sense of writing great IEP’s if they are not implemented?I will be my student’s advocate with gen ed teachers and a resource for the gen ed teachers in how to serve these kids as well as enforcer if need beI will develop systems of information sharing and make sure to establish time to work with gen ed teachers on strategies, lesson planning and problem solving consultation

The main problem I encountered in my first years of giving service to children inside of general education classes was that General education teachers can’t read IEP and sometimes do not know the accommodations required and how to implement these. This is especially serious when the topic is history science and P.E where RSP teachers do not often go to support the kids. We mostly go to Math and Science classes.Here is what I have developed and implemented school wide. A program where I can easily cut and paste goal and accommodations or any other info from the iep into a one page “iep Brief’. It was a great success as I helped all RSP teachers in my school do this and the gen ed teachers loved it (to the most part): “one page” they said…The name of the program is OmniForm from Nuance (previously ScanSoft) It is also a powerful OCR (character recognition) scanning software and I have developed many forms which you can see (and adjust if you have the program. Redesign the forms, add names and topics Etc) It has been a great success but cost me several hundred dollars as I bought several of these on ebay. I still technically own the software. This coming year I will create a database of all of the Briefs for all of the special kids in out school and MAKE IT ACCESSIBLE TO ALL TEACHERS WHO NEED TO KNOW IT. How is that for a goal?!

Here is a sample of the IEP Brief :

REFERENCES to standards

CATEGORY IICORE STANDARDS 19, 20 & 21 FOR SPECIALIST TEACHING CREDENTIALSStandard 19Knowledge and Skills of Assessment in General EducationEach candidate demonstrates knowledge and skills necessary to assess general educationstudents in a comprehensive manner. Each candidate understands and uses multiplesources of information regarding students' prior knowledge of curriculum, linguisticabilities, cultural characteristics, and learning styles. Each candidate uses this informationto evaluate students' needs and achievements, and for the purpose of making ongoingprogram improvements.RationaleBefore assuming daily teaching responsibilities, candidates develop knowledge and skills related todetermining students' needs and accountability for the effectiveness of instruction within generaleducation settings. It is important that all professional preparation programs for teachingspecialties "ensure that teachers have sufficient knowledge of subject matter that is the core of theCalifornia public school curriculum and experience with nonspecial education pupils" (EducationCode Section 44265).Factors to ConsiderThe following factors serve as a guide for initial program design and ongoing programevaluation.• Each candidate demonstrates knowledge of basic test and measurement principles and uses thatknowledge to analyze and interpret the results of individual assessments.• Each candidate demonstrates an understanding of and the ability to use a variety of standardizedand non-standardized general education assessment techniques appropriate for initialdetermination of students' learning needs.• Each candidate demonstrates an understanding of and the ability to apply standardized

achievement procedures used in general education.• Each candidate demonstrates the ability to use assessment strategies that promote equitablelearning opportunities, including effective approaches for assessing individuals who areculturally, linguistically, ethnically, socio-economically, and ability diverse.• Each candidate demonstrates skill in the interpretation and communication of informationrelated to assessment, curriculum and instruction to various audiences, such as students,parents, school board members, and educational and related service personnel.• Each candidate demonstrates the ability to develop strategies and ongoing evaluationprocedures to determine effectiveness of instruction.• Each candidate demonstrates knowledge and understanding of developmental levels and thedevelopment of instructional and classroom management strategies appropriate to the students.• The program has other qualities related to this standard that are brought to the reviewers'attention by the institution.65Standard 20Curricular and Instructional Skills in General EducationEach candidate demonstrates the ability to develop, implement, and evaluate a variety ofpedagogical approaches to teaching basic academic skills and content areas, including unitand lesson plans that provide equitable access to subjects that are commonly taught in thepublic school curriculum. The candidate uses instructional strategies that are appropriatefor individuals with diverse needs, interests and learning styles in a variety of educationalenvironments.RationaleIt is important that all special education professional preparation programs for teaching specialties"ensure that teachers have sufficient knowledge of subject matter that is the core of the Californiapublic school curriculum and experience with nonspecial education pupils" (Education CodeSection 44265). Learning to solve problems and think critically gives students access to a greater

depth of knowledge beyond the basic skills important to a general education setting.Factors to ConsiderThe following factors serve as a guide for initial program design and ongoing programevaluation.• Each candidate demonstrates knowledge of curricula for the development of language, motor,cognitive, academic, affective, and functional life skills.• Each candidate demonstrates the ability to develop clearly-stated lesson plans in which theinstructional objectives, teaching strategies, classroom materials, and assessment plans arecoordinated, consistent with each other and related to subjects commonly taught in publicschools.• Each candidate plans a unit of instruction appropriate for general education with clearly-statedgoals, consisting of a series of lessons in which at least one concept, skill or topic is taught andsequenced effectively.• Each candidate uses a variety of appropriate pedagogical approaches in the teaching of basicacademic skills in a general education setting.• Each candidate demonstrates the ability to provide access to the curriculum commonly taught inpublic schools by adapting and relating curriculum to students' backgrounds, interests, andabilities.• Each candidate facilitates the development of students' cognitive skills while consideringstudents' diverse cultural, linguistic, ethnic and socio-economic backgrounds.• Each candidate uses ongoing assessment information to select and modify instructionalstrategies, activities and materials that appeal to and challenge the diverse abilities and interestsof students.• The program has other qualities related to this standard that are brought to the reviewers'attention by the institution.66Standard 21General Education Field ExperiencesEach candidate has a variety of supervised field experiences in general education that relate

to the candidate's professional goals and intended credential authorization, and thatprovide multiple opportunities to interrelate theories and practices in general educationsettings.RationaleIndividualized field experience in a variety of schools and classrooms enable candidates tounderstand and apply the principles and practices presented in their courses. Education CodeSection 44265 requires all professional preparation programs for teaching specialties to "ensurethat teachers have sufficient knowledge of subject matter that is the core of the California publicschool curriculum and experience with nonspecial education pupils".Factors to ConsiderThe following factors serve as a guide for initial program design and ongoing programevaluation.• Each candidate's supervised field experiences include a planned sequence of activities thatprovide opportunities for candidates to observe, apply and evaluate educational theories andpedagogical principles taught in coursework.• Each candidate observes general education teachers, has a variety of field experiences withdifferent teaching arrangements in schools and related service settings, such as individual,small group, and/or large group instruction, and receives prompt feedback and guided practicefrom supervisors.• Each candidate's field placements include a variety of experiences related to the age rangeauthorized by the credential, such as preschools, elementary, middle, and secondary schools,and/or adult settings.• Each candidate uses a variety of pedagogical approaches to teaching academic basic skills inpublic schools.• The program meets other factors related to this standard of quality brought to the attention ofthe team by the institution.67