COMPETENCY

COURSES

ACTIVITIES AND EXPECTED OUTCOMES DEMONSTRATING THE COMPETENCY

A) Knowledge of universal screening for academic skills in reading and math, and behavior

SchP 423,
SchP 425,
SchP 429,  SchP 443

• Administer and interpret universal screening measures of academic skills (e.g., DIBELS, AIMSweb);
• Administer and interpret universal screening measures of behavior

B) Conducting assessments of behavior problems

SchP 423,
SchP 443
 

• Conduct direct observations in classroom settings;
• Conduct behavioral interviews;
• Select and use informant and self-report rating scales;
• Make meaningful recommendations based on assessment results;
• Communicate findings of assessment through written reports;
• Demonstrate sensitivity to cultural differences in planning, conducting, and reporting assessment of behavior.

C) Conducting assessments of academic skills problems (instructional consultation)

SchP 425,
SchP 429,
SpEd 419,
SchP 443

• Administer curriculum-based assessment/measurement;
• Develop and administer informal assessment such as task analysis, repeated opportunity assessment, ecological inventories;
• Plan and implement a comprehensive educational assessment;
• Conduct progress monitoring of students’ academic skills;
• Demonstrate sensitivity to cultural differences in planning, conducting, and reporting academic assessment.

D) Understanding of the processes of data-based team decision making

SchP 423,
SchP 425,
SchP 429,
SchP 443

• Conduct problem identification and  problem analysis interviews;
• Consult with teachers regarding an intervention plan;
• Graph and communicate the results of consultation process;
• Use collaborative consultation processes in conducting consultation;
• Participate in grade-level meetings to analyze results of universal screening and plan instructional changes (tier 1, 2, and 3);
• Participate in team decision making using the problem-solving process ;
• Demonstrate sensitivity to cultural differences in consulting with teachers, administrators, and parents.

E) Understanding effective tier one, core instruction programs

SchP 425,
SchP 429,
SpEd 419,
SchP 443

• Display understanding of evidence-based core instructional programs;
• Display understanding of evidence-based programs of positive behavior supports;
• Assess the academic ecology;
• Provide recommendations to differentiate instruction for diverse learners

F) Understanding the process of special education eligibility decision making within an RtI model of service delivery

SchP 425,
SchP 429,
SchP 443

• Conduct academic and behavioral assessments to be used in the eligibility decision-making process for non-responders to tiered interventions;
• Consult with school staff on integrity of interventions so that data to be considered in the eligibility decision-making process is reliable and valid;
• Appraise level of performance on academic and behavioral skills;
• Conduct progress monitoring in academic and behavioral domains;
• Consider students’ cultural and linguistic differences in planning, implementing and interpreting assessments;

G) Understanding effective instructional and behavioral strategies for tier 2 and tier 3 interventions

SchP 425,
SchP 426,
SchP 407,
SchP 429,
SchP 444
SpEd 419

• Identify and consult with teachers about evidence-based instructional strategies for students who do not respond to tiered interventions;
• Identify and consult with teachers about evidence-based strategies of positive behavior supports for students not responding to tier 1;
• Consult with teachers about effective instructional and behavioral strategies in differentiating instruction in general education programs;
• Consider students’ cultural and linguistic differences in selecting and implementing instructional and behavioral strategies.

H) Understand potential influences of cultural and linguistic diversity in the context of an RtI service delivery model

CPsy 471,
SchP 429,
SchP 443

• Demonstrate awareness of the effects of cultural and linguistic diversity on students’ academic and behavioral adjustment to school;
• Demonstrate awareness of cultural and linguistic diversity in working with parents of students in general and special education;
• Demonstrate an understanding of how students’ cultural and linguistic diversity affects their RtI.

I) Understanding the process of school change within an RtI service delivery model

SchP 429,
SchP 443

• Demonstrate sensitivity to teachers’, parents’, and administrators reactions to changes in procedural and conceptual aspects of RtI;
• Demonstrate an understanding of effective strategies in planning and implementing school restructuring.

J) Understanding the necessary components of administrative support for an effective RtI service delivery model

SchP 429,
SchP 443

• Demonstrate an understanding of the need for central office planning and support in implementing RtI on a system-wide basis;
• Demonstrate an understanding of the role of the principal in RtI
• Demonstrate an understanding of the need for the support of the local school board and community in adopting RtI procedures.

K) Dissemination of knowledge, skills, and competencies acquired through the project.

SchP 429

• Develop a portfolio of products demonstrating competency acquisition;
• Develop and distribute brochures and videotapes illustrating techniques for assessment, intervention, and consultation within an RtI process. 

L) Understand the necessary adjustments for RTI implementation at the middle school level

SpEd 419,
SchP 429

• Demonstrate knowledge of systems issues in middle school environments.
• Demonstrate knowledge of instructional issues with adolescent learners.
• Demonstrate knowledge of operation of RtI within middle school environments such as schedule, strategy instruction, content mastery.
• Demonstrate knowledge of assessment and evaluation of middle school models of RtI.

FALL

SPRING

SUMMER

YEAR
ONE

SchP 423-Behavioral Assessment (3) (G)**
(all prac requirements of SchP 423 are still in effect)

SchP 407- Crisis Management (3) (G)

SchP 404 – Historical & Contemporary Issues (3) (G)

SchP 429: Topical Seminar in RtI (1) (S)

SchP 425- Assessment & Intervention in Educational Consultation (3) (S)**
(all prac requirements of SchP 423 are still in effect)

SpEd 419: Academic & Curricular Strategies (3) (S)
OR
Educ 402 –Developmental Psychology (3)

SchP 429: Topical Seminar in RtI (1) (S)

SchP 436: Specialized Practica in RtI (3) (S)

CPsy 471- Multicultural Perspective & Diversity (G) OR
Educ 408 or 409 –Introduction to Statistics (3) or Analysis of Experimental Data (3)

SchP 426- Child & Family Interventions (3) (G)

YEAR TWO

SchP 443-Certification Internship (3)

SchP 429: Topical Seminar in RtI (1) (S)

SchP 444- Certification Internship (6)

SchP 429: Topical Seminar in RtI (1) (S)
GRADUATION