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Course Criteria
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3.00 Credits
Readings and research will focus on how culture influences student cognition, performance and adjustment and its relationship to second language learning. Multi-cultural student literature will also be reviewed.
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3.00 Credits
Readings and research will focus on the variety of langage proficiency instruments to inform instruction and topics related to: use of assessments for placement, use of formative and summative classroom-based assessments, modifications of assessments, and the development of performance assessments. The course will also explore various issues of assessment that affect English language learners including cultural bias, I.Q. and special education testing, and state and national guidelines for testing English language learners. A portfolio of assessment instruments is required.
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2.00 Credits
Examines the historical and philosophical foundations of teaching children with mild disabilities, as well as the fundamentals for provision of special education service delivery including legal, familial and societal aspects. Programming options and ethical practices for mild interventions will be emphasized in the context of culturally responsive practice.
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2.00 Credits
Provides educators with conceptual background, integrated approaches, and concrete strategies for supporting students' socioemotional wellness and mental health in Catholic schools. Situated at the confluence of education, psychology, and public health, this course presents: a) an ecological approach to education and child development, b) concepts of developmental risk and resilience, c) comprehensive models of classroom, school, and community learning supports; d) positive youth development and strengths-based assessment; and e) classroom wellness assessment.
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2.00 Credits
Reviews methods of implementing service delivery systems available for mild intervention; consulting with professionals and parents, families, and agencies to support the education of the child; designing professional development; and developing referral systems including a pre-referral team, curricular and personnel resources, and evaluation techniques. Additional information regarding accessing public school services in light of IDEA and state law will be explored.
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3.00 Credits
Effective use of Response to Intervention (RTI); specific scientifically-based diagnostic and instructional strategies in language arts and math; mediated scaffolding in the content areas; and support for students in transition.
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2.00 Credits
Reviews the characteristics of students with diverse learning and curricular needs; focuses on the analysis of the curriculum, effective teaching methods, selection of instructional materials, and use of assessment and technology in teaching learners with mild disabilities; explores how teachers can develop responsive, personalized, and differentiated classrooms while attending to the learning needs of diverse individuals.
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2.00 Credits
This class will familiarize students with the use and application of formal and informal assessments in making decisions about the classification and placement of children with mild disabilities.
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3.00 Credits
Examines strategies for teaching appropriate social skills and behavioral intervention strategies including executive functions training, behavior management strategies, conflict resolution, crisis intervention, and chemical intervention.
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1.00 Credits
An overview of the distinctive qualities of Catholic school leadership that distinguishes it from other educational and administrative settings. While exploring the unique context of the Catholic school principal, this course builds upon official church documents, Catholic school research, Sacred Scripture, and American Catholic history to assist participants in forming a personal approach to leadership.
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