2000-2001 Annual Report - California State University, Los Angeles

Charter College of Education MISSION Through the unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensures the maximum learning and achievement potential of culturally and linguistically diverse urban learners.

Charter College of Education, 2000-01

Office of the Dean “The faculty and staff of the Charter College of Education have worked relentlessly over the past eight years to create the most remarkable unit existing in higher education today.”

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he Charter College of Education enjoyed a very successful year in 2000-01. Last year’s annual report was the first formal one for the Charter College of Education. It was the desire of the faculty and staff to Photo continue issuing an annual report. By doing so we can provide our students, the University community, and the larger community as a whole with information about the extraordinary achievements and evidence of the successes of the faculty and staff of one of the most unique and innovaAllen A. Mori Dean tive experiments in the history of higher education. The readers of this report will find ample evidence of a highly productive group of professionals whose commitment to the children in the schools remains firm and unswerving. Additionally, the College’s faculty and staff are committed equally to providing an outstanding environment for the preparation of high quality school site and other school professional personnel. The 2000-2001 academic year was the College’s ‘year of reflection’. It was our intention to have faculty and staff engage in careful self-analysis and introspection. The College as a whole spent the year engaged in serious debate and discussion about our programs leading us to consolidate our gains, review our progress, and make strategic decisions about what initiatives will be institutionalized and supported with mainstream funding. Perhaps its most unique asset, the Charter College family is one that embraces change and understands its necessity. We know that the greater risk is the failure to change. I am inspired by the words of Richard Lord who said, “We are the inheritors of the winds of change. Change is the reason we must continue to stand for values that deserve to be preserved. I believe that quality is excellence that endures. And it doesn’t just stand there enduring. It fights. It moves. It adapts. But it doesn’t surrender what it is and what it believes.” The faculty and staff of the Charter College of Education have worked relentlessly over the past eight years to create the most remarkable unit existing in higher education today. Our novel way of approaching our goals and mission, our unyielding commitment to excellence, our unique governance structure allowing for equal representation for all people in the CCOE family, our willingness to hold ourselves accountable for student outcomes, our courage in saying we will speak for the children who have no other advocates, our passion for our mission, and our courage to adapt, change, and innovate when it would so easy to coast are exemplars of the qualities that make us one of the best colleges of education in the nation. This past year has produced many triumphs that we share with the readers of this report. Yet, many challenges remain. I hope you find this report both informative and inspiring. I welcome your comments and suggestions.

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Office of Curriculum and Assessment The Office of Curriculum and Assessment has primary responsibility for overseeing the graduate degree programs and for ensuring the Charter College’s compliance with the regulations of University, State and national education agencies. As part of the charter status, the office also assures that the College meets all standards for accountability as required by the College’s accrediting organizations.

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nnovation continued to be the hallmark for the curriculum process in the CCOE. Among the 57 curricular actions taken this year, ICAC approved these new courses and programs, all of which are unique to the CSU: EDCI 504: Theory, Trends, and Practice in School Reform (exploring the historical roots of school reform in order to apply models to practical classroom applications) EDIT 300: Demonstration of Instructional Competencies (offering an additional alternative for all multiple and single subject students to meet the new Level One Technology Standard from CCTC) EDSE 190: Exploring Science in the Classroom, School and Community (offering early field experiences to undergraduates in the BEST program) EDSE 442: Directed Teaching in Science in Secondary Schools (targeting practice teaching in science for undergraduate students in the BEST program) M.A. in Educational Administration (establishing a new sequence of fieldwork courses integrated into the program at key points and adding a course in portfolio as-

This year, the Honors Convocation, for the first time, included graduate and undergraduate students and scholarship recipients. 2

sessment as the culminating experience) M.A. in Education, Elementary Teaching (All concentrations were changed to options, which can now be listed on transcripts for students’ employers.) Specialist Credential in Special Education (two new options to accommodate pre-intern students currently in special education classrooms) M.A. in Special Education, Option in Autism (separating it from the Facilitating Behavior Change option) B.A. in Urban Learning: (Official approved description for this new program was incorporated in the most recent University catalogue.) In collaboration with associate deans from other CSULA colleges; the faculty, staff and chairs from CCOE Divisions; and community partners, the new mathematics sequence for the blended program was approved. Also, articulation issues with community colleges were discussed, and course modifications concerning the LAUSD Paraeducator Career Ladder were approved. The office cooperated with three other colleges to host a workshop for CSULA faculty and community college partners on the proposed new CCTC multiple and single subject standards, subject matter standards, and NCATE 2000 standards. Two proposals were submitted for new degrees to be placed on the CSU Five-Year Academic Plan. These are the Ed.D. in Policy and Leadership in Urban Education (jointly with Loyola Marymount University) and the B.A. in Urban Learning. The office also verified all copy and electronic links for the new 2001-2003 catalogue as well as approximately 80


courses in graduation checks for Urban Learning students graduating in the Spring and Summer.

Graduate Studies The office revised the Student Advisement Handbook for the Master’s Degree programs. The previous version was written in 1997. The office processed 393 applications for master’s degrees during 2000-2001. There were 172 in Administration and Counseling, 109 in Curriculum and Instruction, 67 in Educational Foundations and Interdivisional Studies and 45 in Special Education. The office also handled special petitions for course substitutions and program changes. The College also had 18 master’s degree theses accepted, with three from Administration and Counseling, four from Curriculum and Instruction, five from Educational Foundations and Interdivisional Studies and six from Special Education. The office assumed major responsibility for the graduate student recognition at the Honors Convocation, which this year, for the first time, included undergraduate students and scholarship recipients. The Associate Dean served on the CCOE Team for the CSU Network for National Board of Professional Teaching Standards (NBPTS). The team was composed of two CCOE faculty members and one nationally certified teacher from the Los Angeles Unified School District. The team attended two workshops sponsored by the network and received further information about national board certification. One faculty member and the teacher were the advisors to four master’s degree students, who completed their final projects to become nationally certified.

Assessment In order to evaluate programs, the office conducted multiple surveys:

1. An all-college current student survey in the Fall. 2. Two separate surveys for the Urban Learning majors and a ULRN faculty survey; 3. A customized survey for the students in the Division of Curriculum and Instruction; and 4. A graduate follow-up survey. The Assessment Workshop 2001 was conducted to acquaint all faculty with the proposed new California Commission on Teacher Credentialing (CCTC) standards for multiple, single subject and PPS credentials and the NCATE 2000 standards. Faculty continued to submit course syllabi with content and performance standards and rubrics. The office completed or reviewed survey forms and assisted with compiling samples for several external assessments including the Columbia University (Teacher’s College) Schools of Education Research Project; the SRI International case study, as part of a follow-up study to The Status of the Teaching Profession Report (1999); an AIR study for CTC to develop items for revised subject matter competence examination and the new teaching performance assessment; and an NES field review of technology standards for California. The Associate Dean and Dr. Margaret Garcia, a member of the Accreditation Task Force, presented the Charter College Assessment Framework in a poster session at the 77th Annual Meeting of the Association of Senior Colleges and Universities of WASC in April.

Reports During 2000-01 the Office of Curriculum and Assessment took primary responsibility for the successful submission of documents for the following accreditation and evaluation/accountability reports:

• Annual Report to NCATE • Two program documents for the Interim

Standards

for

Blended

Undergraduate Teacher Preparation Program, California Commission on Teacher Credentialing: • E ducation Specialist Internship Credential • Single Subject Credential with CLAD: Better Educated Science Teachers (BEST) • Action Plan to implement recommendations to Charter College from CSLA 2000 Program Review Committee • P r ogram document for the new Technology Standard for Multiple and Single Subject Credential, California Commission on Teacher Credentialing. • Narrative sections of the first annual CCOE Title II report.

The Associate Dean served as Executive Secretary for the Accreditation Task Force, which met biweekly for two quarters to develop an Assessment System document. The document incorporates essential components into a coherent system with a transition plan and time line.

Grants The office took primary responsibility for writing the interim reports for the Better Educated Science Teachers (BEST) $47,768 grant from the California Commission on Teacher Credentialing. The Office was awarded a $5,000 minigrant from the university’s Center for Effective Teaching and Learning to supplement the budget for assessment. Another $5,000 grant was awarded by the Chancellor’s Office to support a special project for additional assessment activities.

Staff All staff participated in training for Microsoft Office applications. All are also engaged in training to develop a component on the Access system for master’s student information. The development and implementation of this information system supports continuing accreditation status. 3


Office for Student Services The Office for Student Services is responsible for the processing of students for admission into teaching credential programs, clearances for directed teaching, verification of emergency permit renewals and credential recommendations to the California Commission of Teacher Credentialing. It also maintains an advisement center staffed with faculty outreach and credential advisors.

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uring the past academic year, the Office for Student Services saw a major increase in demand for its services. For instance, since its inception in January 1999, the Office’s Advisement Center has provided general and specific credential advisement to approximately 22,000 students. This past year alone, nearly 11,500 students visited the center seeking advisement - an impressive 46 percent increase over the previous year. Among the students looking for information, 41 percent sought information about multiple subject programs, 23 percent single subject, eight percent special education and three percent undergraduate. Another 25 percent needed general or unspecified advisement. In addition to walk-in advisement, the Faculty Outreach and Credential Advisors held several group advisement sessions each quarter for the various credential programs. The increase in student traffic strained the office’s facilities. As a result, the office and the Advisement Center were renovated completely to provide a larger workspace for staff and a larger waiting area for students seeking advisement. Also, in order to accommodate students looking for information on-line, a website was created. This includes educational links, forms, a GPA calculator, scholarship information and RICA (Reading Instruction Competence Assessment) advisories. During the academic year 1,459 students, seeking admission to the teacher credentialing program, enrolled in either The Teaching Profession: Education as a Career/Learners and Teachers in a Cultural Setting (EDCI300AB) or Introduc-

tion to Special Education (EDSP 300). The office provided the staff support for these courses and processed all the student paperwork, including the creation and maintenance of the students’ credential files. Approximately 70 percent of the students completed this course and were admitted to a teaching credential program. This is a six percent increase over 1998-99 in the number of students who enrolled and completed the initial admission requirements. Determining students’ eligibility for supervised field practica, placing them in schools for traditional student teaching and assigning University supervisors to them are major charges for the office. More than 1,700 students applied for directed teaching/demonstration of instructional competencies for multiple subject, single subject or special education field placement. Over 950 students completed their supervised practica with 25 percent completing traditional student teaching in multiple or single subjects. This 72 percent increase in students traditional placement can be attributed to the highly successful blended undergraduate programs, Urban Learning and Child Development, as well as the College’s collaboration with the Los Angeles Unified School District’s Apprentice Teacher Program (ATEP). Thirtythree students completed their bachelor’s degree and multiple subject credential coursework last year in ATEP. The office also processes and recommends to the California Commission on Teacher Credentialing (CCTC) all credentials for the entire University including credential programs not housed in the Charter College. During 2000-01


more than 1,550 credential applications were processed with 1,348 recommended for credentials. Multiple subject recommendations increased by nearly 13 percent from last year. This is due to a general increase in students completing their multiple subject credential programs, students adding CLAD or BCLAD certification to existing initial credentials and students completing one of the new blended undergraduate/credential options. The office also processed 1,716 Emergency Permit Reissuances, a 19 percent decline from previous years. The decline was due in part to changes in the CCTC renewal form, which no longer allows students to show their progress toward admission or the completion of nine quarter units.

Special Events The Day of the Teacher is the annual culminating event for those individuals completing their directed teaching during the academic year. Over 200 students, their families, faculty members and representatives of the University attended the event on May 9, 2001. The guest speaker was Myra LeBendig, the CSULA Outstanding Teacher for 19992000 and the first nationally board certified teacher in the Los Angeles Unified School District. During the event ten teachers received the College’s outstanding teacher award, The Golden Apple, along with a $100 gift certificate to Barnes and Noble.

academic year. Seventeen students received $700 awards at the Friends’ Scholarship Steak Bake in May. Edison International Teachers for Tomorrow, $20,000 Scholarships of $5,000 are awarded to full-time post-baccalaureate students pursuing a teaching credential. Four scholarships were awarded by the CSU Chancellor’s Office. Harcourt Foundation Scholarship, $43,200 Scholarships in Special Education, $9,760 These scholarships are awarded in the following names: Eduardo Gaytan; Mort Herz; Lena and Dominic Longo; Longo Endowed; Fred S. Lull Memorial; C. Lamar Mayer Special Education; Susan Beyer Nichols Fellowship; Nina Elloway Putnam Memorial Scholarships in Curriculum and Instruction, $14,700 These scholarships are awarded

in the following names: Georgia May Adams; Mary Ann Alia Memorial; Alpha Psi Chapter, Pi Lambda Theta; Browdin Family Scholarship; David Cameron Fisher; Andy and Phyllis Krinock; Matsui; Numrich Family. The office administered two other programs which provide financial support to selected CCOE students: 2000-01 Assumption Program of Loans for Education (APLE) This program, administered by the California Student Aid Commission, will assume up to $11,000 in outstanding education loan balances in return for the participant’s service as a public school teacher in California, in either designated subject matter areas or in schools serving large populations of students from low income families. Cal Grant T Award This is a tuition/fee award for one academic year only. It pays up to $1,506 to University students who are post-baccalaureate students working actively towards an initial teaching credential.

Scholarships and Grants During 2000-01 the Charter College of Education awarded or processed $99,560 in scholarships and grants to students: Friends of the Charter College of Education, $11,900 This College support group provides tuition support for students completing the traditional student teaching assignments during the

The annual Day of the Teacher honors those individuals who complete their directed teaching during the academic year. Golden Apples are awarded to outstanding teachers. 5


Charter College of Education Students Through a wide variety of quality programs, the Charter College of Education is committed to being the best urban college of education in the nation. It prepares professional educators who are prepared to meet the educational needs of culturally and linguistically diverse schools. The Charter College offers two undergraduate degrees, five master’s degrees with 30 different options, 24 credential programs and a joint Ph.D. program in Special Education with UCLA. An enrollment of more than 3,500 students makes it the second largest college on the University campus. The charts below provide a “snapshot” of the Charter College’s student enrollment.

Student Enrollment by Gender

Student Enrollment by Division 1,485 908 555

Female 71%

Enrollment by College of Major 4,095 (20.9%)

3,778* (19.3%)

2,456 (12.5%)

Business & Economics

3,313 (16.9%)

American Native 1,436 (7.3%)

Health & Human Services Engineering & Natural & Technology Social Sciences

Educational Foundations & Interdivisional Studies

Undecided

7% 1% 13%

Asian/Pac. Islander

49%

Latino

22%

White

8%

Unknown

Special Majors Undecided/ No Degree Objective * 2,046 are credential only

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Special Education

Racial/Ethnic Groups

3 (0.0%) Education

Curriculum & Instruction

African-American

1,117 (5.7%)

Arts & Letters

423

Male 29% Administration & Counseling

3,395 (17.3%)

408

International on Visa

2%

Note: Above descriptors are ones used by the University.


Development and Alumni Relations

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he Charter College of Education is a unique higher education institution preparing professional educators to serve the needs of children and communities throughout California and the nation. Many of the special programs that contribute to the innovative environment enjoyed by students and faculty are supported through private funds provided by thoughtful donors. In 20002001, many generous individuals volunteered their time and money to further the advancement of the Charter College of Education. Energetic new leadership strengthened existing support groups at the Charter College of Education and enabled it to reach out to wider constituencies to enlist broader support for its mission. An Advisory Council was instituted with members representing major corporations, alumni, emeriti faculty, and the community to increase both the visibility and the effectiveness of programs and activities. The Friends of the Charter College of Education continued to provide vital unrestricted financial and scholarship support for high priority areas including an intensive summer recruitment program targeted at high school youth, financial assistance for students completing traditional student teaching, and professional development opportunities for outstanding faculty. A membership drive was launched with tremendous response from those newest to the profession – recently credentialed teachers. Plans are underway to expand outreach efforts further next year. The highly regarded Distinguished Educator Award Dinner honored three eminent individuals: Carmella Franco and Maria Casillas received Distiguished

Educator honors while Lowell Milken received the Distinguished Service to Education award. All monies raised annually are used to enhance education in general and the art of teaching in particular. Endowed scholarship resources are essential to recruiting the best and brightest to the education profession and the Charter College of Education is fortunate that several donors had the foresight and commitment to create or supplement available funds for the College’s most promising students. Among the newly established and active funds are the Brodwin Family, Kimio Matsui, Alice Watkins, and the Bruce Campbell Memorial Scholarships. Only with the continued generous financial support of alumni, friends, faculty, corporations and foundations can the Charter College of Education main-

tain its high academic standards and commitment to serving children, families and communities well. Private, charitable funds, over and above limited State allocations, allow the dean, faculty and community partners to pursue creative endeavors that improve teacher preparation, counselor training and school administration to their full potential. The Charter College appreciates the gifts received in 2000-2001 that helped reach its ambitious goals for students and faculty. Readers are invited to contact the Development Office, (323) 343-4446, or visit the website at www.calstatela. edu/adacemic/ccoe/develop for more information on joining the Friends, establishing a scholarship fund or making other types of gifts to the Charter College of Education.

The Friends of the Charter College of Education awarded the 2000 Distinguished Educator Awards to Maria A. Casillas, President, Los Angeles Annenberg Metropolitan Project, and Dr. Carmella S. Franco, Superintendent, Whittier City School District. In addition, the Distinguished Service to Education Award was presented to Lowell Milken. The presentations were made at the Award Dinner, an annual event which helps fund the Charter College’s Scholarship and Faculty Development funds. 7


Charter College of Education Divisions The Charter College of Education is organized into four divisions, each staffed by faculty members from diverse backgrounds, who bring a wealth of practical experience to their classrooms. Recognizing that real-world considerations shape urban education, Charter College faculty focus on blending theory and practice to produce high quality practitioners. In order to continue developing additional knowledge on how to prepare teachers successfully, they purse professional activities vigorously, whether in publishing, presentations or in collaborations with local school districts as well as national and international institutes and organizations.

Division of Administration and Counseling

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he Administration and Counseling Division continued to work toward unifying both programs, while focusing on the leadership role each plays in education. A retreat late in the Fall allowed faculty to focus on its strengths as a collection of professional leaders helping to improve student success, while also looking at the need for change.

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Consistent with the College’s call for a “year of reflection,” and as a result of the work during the retreat, a facultystaff committee was formed. The committee’s charge was to review the need to improve the efficiency and support to faculty and students within the Division. Of particular importance to this Division has been the review of, and preparation for, the new Pupil Personnel Services (PPS) standards, the assessment framework, COA/NCATE preparation and the program modifications undertaken in the Educational Leadership and Combined Counseling and Leadership options. This was a major undertaking for both programs and the Division. The retreat helped generally to refocus priorities and enabled the Division to make headway toward unifying itself.

Faculty Professional Activities The Division’s faculty achieved considerable success in its professional activities for 2000-2001. Although not complete, here is a summary of the Division’s achievements. • Two books • Four chapters • Nine peer-reviewed articles • Six book reviews • One CD-ROM • 45 national, state and/or regional presentations at professional associations • More than 100 local presentations to schools, districts and county offices • Three faculty members were appointed to panels with CCTC (Marcel Soriano, Margaret Garcia and Franklin Campbell-Jones)


In addition: • Two faculty members were selected by CCTC to serve as CCTC program reviewers for 2000-2001. • Two faculty members were selected to serve as project proposal reviewers with the Department of Education, Special Education Division (Soriano) and Youth Violence Prevention Cooperative Agreements (G. Roy Mayer).

Collaborative Programs & Projects The Division continues to provide parenting classes and counseling to families in the C. Lamar Mayer Learning Center each Saturday. A Collaborative Counseling and Leadership Option project was developed and implemented with Compton Unified School District (S. Johnson). School-based family counseling collaborative programs were established with Harrison Street Elementary School (Michael Carter), Murchison (Carter/ Soriano), Garvey School District (Soriano), Temple City (Randy Campbell/Johnson/Soriano) and the Accelerated School (Carter). The Division collaborated with the California Association for Behavior Analysis (CalABA) in obtaining Title 17 regulations changes, as well as to establishing new Behavior Specialist classifications. Faculty provided consultation to schools on student achievement in districts and regions: Montebello USD; LAUSD, Region H & J; Garvey SD; Temple City USD; LACOE; Alternative Education Division, Pasadena USD; El Monte SD; and Mountain View SD. The Division provided Portland State University’s “Fellows Project” with expertise on cultural proficiency education and training issues for nonprofit organizational leaders (Soriano). The faculty collaborated with the California Association for Applied Behavior Analysis (Mayer).

Grants and Contracts The Division was very successful in obtaining external funding to conduct research and/or training in diverse areas. Examples of these projects include: Faculty was awarded a grant for training bilingual Spanish or Asian language school psychologists (Mayer, George Hong and Garcia) in the amount of $684,404. The four-year grant follows the previous grant which targeted Spanish language psychologists. An extension grant of $5,000 was received from the W. K. Kellogg Foundation to develop a CD-ROM on cultural proficiency (Soriano & Ruth Wu). The CD-ROM, originally funded for two vignettes, one in a school and the other in a nonprofit organization, now, because of additional funding, includes a third vignette, which takes place in a mental health setting.

Service to the Profession Three faculty members were appointed to serve on panels with CCTC (Soriano, Garcia and Campbell-Jones).

Two faculty members (Soriano & Alex Pulido) were selected to join COA/ NCATE review teams. Dr. Soriano reviewed Pepperdine University, CSUSI, CSULB and Fresno Pacific University. Dr. Pulido reviewed Chapman University.

New Faculty and Staff During 2000-01 the Division conducted a successful search, resulting in the appointment of Dr. Elizabeth Perluss, an outstanding graduate of the Division. With the help of Margaret Garcia as assessment counselor, Dr. CampbellJones, who was appointed by the CCTC to review the Administrative Standards, and Dr. Soriano, who was appointed to the PPS Standards Panel, the Division is poised to have a very productive preparation year for the 2003 COA/NCATE accreditation visit. Dr. Hong was appointed Associate Chair, following the resignation of Dr. Campbell. 9


Division of Curriculum and Instruction

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ver the past years, the Division of Curriculum and Instruction grew to one of the largest departments at Cal State LA. Students who take courses in this Division pursue multiple subject (elementary) and single subject (secondary) teaching credentials. In addition, the Division houses master’s degree programs in elementary and secondary teaching and in reading/language arts. This year, faculty in the secondary MA program began working with students to prepare them for National Board Certification. The Reading MA degree and Reading/Language Arts Specialist credential programs are among the largest in the state. Faculty in these programs prepares reading specialists for elementary and secondary schools.

Faculty Professional Activities The faculty’s presence was evident at a number of international, national and local conferences during the academic year. Dr. Alan Crawford spoke at conferences in Riga, Latvia, and Bishkek,

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Kyrgyzstan. Dr. Margaret Moustafa traveled to Australia to be the plenary speaker for the Australian Association for the Teaching of English/Australian Literacy Educator’s Association conference. Dr. Robert Land shared his expertise on the teaching of writing at the Fourth International Conference for Global Conversations on Language and Literacy in Ultrecht, Netherlands. Dr. Ann Barbour presented at the Education International Annual Study conference in Toronto, Canada. Dr. Paula Arvedson presented a workshop on Global Perspectives at the Satellites and Education Conference in West Chester, Pennsylvania. She also presented at the National Social Sciences Association conference in Las Vegas, Nevada. Dr. Albert Jones presented at the American Association of Colleges of Teacher Education in Dallas, Texas. Dr. Sabrina Mims presented at the Accelerated Schools National conference in Las Vegas, Nevada. Dr. Fred Uy spoke at a conference sponsored by the School Science and

Mathematics Association in Albuquerque, New Mexico, and at the California Mathematics Council convention in Palm Springs. At the Annual Meeting of the American Educational Research Association (AERA) in Seattle Dr. Mims spoke on school reform, Dr. Rosario Morales presented a paper on early childhood education and Drs. Ann Bingham-Newman and Bruce Campbell participated in a roundtable presentation on Urban Learning. Faculty took an active role in the national convention of the National Council of Teachers of English (NCTE) in Milwaukee. Drs. Land and Carolyn Frank represented the writing project and spoke at the convention. Five members of the elementary faculty shared a session at the convention, Drs. Rosario Morales, Mims, Darlene Michener, Frank and Judith Washburn. Dr. Frances Lang spoke at the Greater San Diego Math Council Conference. Dr. Andrea Maxie was the keynote speaker at the Symposium on Supervision held at CSLA. Faculty members published a number of books and articles during the academic year. Dr. Crawford coauthored Understanding Reading Problems: Assessment and Instruction for Addison Wesley Longman. Dr. Margaret Moustafa’s book chapter, “Do you hear what I hear?: Helping children read and spell using letter-onset/rime analogy,” appeared in two books this year, Writing Classroom: Aspects of Writing with 3-12 Year Old Children and Writing in the Elementary Classroom: A reconsideration. Her chapter on phonics instruction appeared in Beginning Reading and Writing, K-2. Dr. Maxie wrote on early field experiences in blended teacher education pro-


grams for the Teacher Education Quarterly. Drs. Cherie Hawley, Land and Frank collaborated on an article for The California Reader, “Rapid Sight Word Acquisition Using the Language Experience Approach.” Several faculty members shared their pedagogical experiences in the National Forum of Teacher Education Journal.” Drs. Hawley and Bingham-Newman collaborated with faculty from other divisions on an article that explained the blended programs to the academic community, “Surfing tidal wave II: New approach to teacher preparation.” Dr. Barbour coauthored “The Prop Box Project: Helping Preservice Teachers Understand the Value of Dramatic Play.” Drs. Carolyn Frank, Uy, and Adenika-Morrow shared their experiences with “Observing Science and Mathematics Instructors with Insider Eyes” in the same journal. Drs. Lang and Uy worked on the mathematics textbook adoption committee, then writing of their experiences in an article, “California’s textbook adoption process through the lens of two panel members,” for the National Council of Supervisors of Mathematics Journal. Dr. Morales published “Effects of teacher preparation experiences and students’ perceptions related to developmentally and culturally appropriate practices” in Action in Teacher Education.

Collaborative Programs & Projects Dr. Gay Wong continued as a Practitioner Team Leader of the DELTA (Design for Excellence Linking Teaching and Achievement) project, a collaborative project with the Los Angeles Unified School District, Local District F. Dr. Maxie is a Practitioner Team Leader for DELTA with the Dorsey family of schools in LAUSD. Dr. Mims is the Director of the Los Angles Accelerated Schools Center. She also developed and leads the Academic Summer Camp at The Accelerated

School in Los Angeles. Dr. Barbour is the director of the Inclusive Education for Young Children (IEYC) Professional Development Center. She also worked with LAUSD’s Academic English Mastery Program (AEMO) to develop prototypes of activities and literature to be included eventually in 3000 backpacks in 25 elementary schools. Dr. Morales works with the San Gabriel Valley BTSA Consortium in a program to provide support services to 92 beginning teachers in six school districts in the San Gabriel Valley. Dr. Joy Morin serves as a liaison with the Glendale School District’s paraprofessional program. She also worked with the Montebello school district to develop a collaborative internship program. Dr. Uy was teacher-trainer and curriculum developer for mathematics for the American-Egyptian Master Teacher Exchange Program (AEMTEP). Dr. Jones conducted classroom management workshops for beginning teachers in the BTSA program in the San Gabriel Unified School District and served on the School Site Selection committee for Pasadena Unified School District.

Grants and Contracts Drs. Land and Frank have been instrumental in bring the Writing Project to CSLA. Dr. Land received $291,000 in grants for the project from the National Writing Project and the California Writing Project. Dr. Hawley received the second $100,000 installment of four, with codirector Donald Paulson, from the Stuart Foundation Grant, for the Better-Educated Science Teachers (BEST) program. She also received a $50,000 Teacher Quality Enhancement State Grant for BEST, also with codirector Donald Paulson, from the California Commission on Teacher Credentialing. Dr. Morales wrote and was awarded a state BTSA grant for the San Gabriel

Valley BTSE consortium for $298,906. She also wrote and received a state preintern grant for San Gabriel USD and Rosemead Elementary SD for $140,000. The grant will provide support services to 70 pre-Interns. Dr. Mims received an Innovative Instruction Award from the CSU Center for Effective Teaching and Learning to expanded the field component for the Model Teacher Education and Urban Learning Blended programs. Dr. Crawford received a $10,000 grant from the International Research and Exchanges Board, IREX/Khazar University, Baku, Azerbaijan.

Service to the Profession Dr. Maxie is president of the California Association of Colleges for Teacher Education and serves as a panel member for the SB2042 Advisory Panel on Professional Teacher Preparation Standards for the California Commission on Teacher Credentialing. Dr. Noriko Saito was elected president and Dr. Barbour was elected secretary of California Association of Early Childhood Teacher Educators (CAECTE). Dr. Moustafa served as the vice president of the California Professors of Reading and Language Arts.

New Faculty and Staff The Division welcomed one new faculty member, two new staff members and a new student assistant during the academic year. Dr. Rama Menon joined the faculty and is teaching courses in the multiple subject credential program. Dr. Hawley, who has directed the Reading Clinic at CSULA for many years, was promoted to full professor Dr. J. Dennis Heim retired from the faculty. He taught courses in the multiple subject credential program and the elementary masters degree program and served as the masters’ degree advisor for many years. 11


Division of Educational Foundations and Interdivisional Studies

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ducational Foundations and Interdivisional Studies (EFIS) is an interdisciplinary Division in that it awards an MA in Teaching English to Speakers of Other Languages (TESOL), an MA in Educational Foundations, an MA in Computer Education and New Media Design, a BA in Urban Learning and a service area in Research and Statistics. Encompassing the fields such as educational psychology, linguistics, research and statistics, computer education, faculty from EFIS will often teach in other Divisions throughout the College and as this report will demonstrate has an impressive list of publications and professional presentations nationally and internationally. Recently, the Division launched a number of international initiatives that included leading the negotiation and signing of a major exchange agreement with the University of Costa Rica. The Division has also been a major leader in a project to train English Language Testing Specialists from Egypt and leads an effort to provide training to Egyptian teachers in a number of cities in Egypt. Also, the Division has been involved in

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an effort to offer its MA in TESOL to students in Argentina.

Faculty Professional Activities The division’s faculty members were responsible for a number of publishing projects, including: Dr. Stephanie Evans: “Let’s Think Urban Education: A Workbook of Teacher Activities” Kendall Hunt Publishers. Dr. Ann Hafner: “Improving teaching effectiveness by chartering a school of education,” published in the Proceedings of the International Conference on Teacher Education, Hong Kong (with Dr. Slovacek); with Dr. M. Ann Snow, the Final Report, ESP Institute in Testing and Evaluation: IELP-2. Dr. Anthony Hernandez: “Information Technology Skills for a Pluralistic Society: Is the Playing Field Level?” (Carey, J., Chisholm, I.M., & Hernández, A.C.R.) Journal of Research on Computing in Education. Dr. Antony Kunnan: “Qualities for test fairness.” Studies in language education. British Council, New Delhi; “Fairness and validation in language assessment.” Studies in Language Testing 9, Cambridge, UK: Cambridge University Press; “Fairness and justice for all.” Fairness and validation in language assessment (pp.1-13). Cambridge, UK: Cambridge University Press. Dr. Chogollah Maroufi: Reviewed “Whatever Happened to Daddy’s Little Girl? The Impact of Fatherlessness on Black Women,”Jonetta Rose Barras, Library Journal Book Review, and “The Dimensions of Time and the Challenge of School Reform” edited by Patricia Gandara. Also, he appeared in Choice: A Publication of the Association of

College and Research Libraries and reviewed the essay, “Sex and Social Justice,” Martha C. Nussbaum, Oxford: Oxford University press, 1999. He also appeared in Magill’s Literary Annual, 2000. Dr. Fred Pyrczak: second edition, “Success at Statistics: A Worktext with Humor,” Pyrczak Publishing. Dr. Snow: “Implementing the ESL Standards for pre-K-12 students through teacher education.” Alexandria, VA. Dr. Fawn Ukpolo: “Where are all the Minority Teachers?” National Journal for Teacher Education. Dr. Elizabeth Viau: World Builders was selected by NSTA for coordination with textbook links from Holt, Rinehart and Winston; listed on Euronet and Franklin Institute on line; and chosen Best of the Web by BBC’s Education Web Guide. Several faculty members delivered professional presentations during the year. Dr. Stephanie Evans made career conference presentations at several elementary and middle schools during Black History Month as well as presented careers in teaching at four schools in the LAUSD. She was a visiting scholar at an academy for gifted students in Havana, Cuba. Dr. Adelaide Doyle-Nichols was a panelist at the LAAMP and DELTA public reporting event and presented at CSU Fullerton’s College of Business and Economics’ Fifth Annual Assessment Conference and the CSU’s Service Learning Faculty Symposium. Dr. Hafner presented papers at the annual meeting of AERA and at the Pacific Rim Conference on Assessment


in Hilo, HI. Dr. Fernando Hernandez made presentations to the Long Beach Senior Executive Managers, Long Beach Fire Department, and to the Immigration Naturalization Services. Dr. Kunnan presented at the ALTE Conference in Barcelona, Spain, and at LTRC in Vancouver, Canada. Dr. Snow presented at the Symposium of Foreign Languages in Buenos Aires, Argentina, and at the Second International Conference on Language Teacher Education, at the University of Minnesota, and with Dr. Anne Hafner taught institute on “English for Specific Purposes: Testing and Evaluation,” Cairo, Egypt, U.S. Agency for International Development. Dr. Ukpolo made a presentation at the National Social Science Association. Dr. Viau was an invited luncheon speaker for Technology Coordinators, LAUSD; participated in Physical Science and Biological Science, National Science Teachers Association workshop; and made a presentation at Eastern San Gabriel Valley CUE. Dr. Hernandez presented “The Social Science Data Base Archive” at the 2nd Annual Academic Technology Support TechEd Expo, CSULA. Dr. James Weibe presented at the National Spring CUE Conference and the Society for Information Technology & Teacher Education International Conference.

Collaborative Programs & Projects Dr. Ukpolo worked with the CSU’s Teacher Technology project in the Etiwanda School District.

Grants and Contracts Grants and contracts acquired by the division’s faculty members included: Dr. Adelaide Doyle-Nichols: CCOE Innovative Initiative Grant, $22,000, “Digital Video and Advanced Multimedia and Web Design for

Educators” Dr. Anne Hafner: Grant with State of Delaware to examine the impact of accommodations on test scores, $40,000; LBUSD evaluation, 21st Century Learning Centers, $20,000; BEST Evaluation, Stuart Foundation, $20,000; Royal/National Association of Community Health Centers Evaluation, $10,000. Dr. Hernandez: “Improving Access to Information Systems at Hispanic Serving Institutions: A Cooperative Arrangement.” U.S. Department of Education, Title V, $3.1 million. Dr. Fernando Hernandez: Assisted in securing technology grant for Bell Gardens Elementary School. Dr. Kunnan: International Language Testing Association Workshop, ILTA competitive grant, $2,500; Test of English as a Foreign Language, TOEFL Board competitive grant, $13,800. Dr. Weibe: Cal. State LA coordinator for the CATALISE project, funded by the U.S. Department of Education; PI of the Linking Teachers Project, $90,000; PI and proposal writer for Innovative Initiative project for Cal State LA – University of Coast Rica project. Dr. Kunnan: “English Language Testing Institute for Egyptian Educators Program 3,” U.S. Agency for International Development, $492,000. Dr. Ukpolo: California Department of Higher Education, $79,000; cowrote, Department of Education GEAR-UP, $4,200,000.

Service To The Profession Dr. Stephanie Evans was elected to serve on the 2001-02 editorial board for Annual Edition in Education. She has served as membership chair for the Friends of the Charter College of Education. Dr. Hafner was the AERA SIG Longitudinal Studies program chair for 2000. Dr. Anthony Hernandez hosted a

workshop on the Social Science Database Archive/Teaching Resources Depository for CSU and Community College Faculty. He cohosted the CSU Social Science Research and Instructional Council Business meeting and gave workshops on the Social Science Database Archive at CSU Long Beach, San Jose State and CSULA. Dr. Weibe is on the Leadership Team for the National Educational Technology Standards, a member of the International Society for Technology in Education Accreditation Committee and is on the editorial panel for the Journal of Computing in Teacher Education. Dr. Fernando Hernandez is a member of the Boy Scouts of America Outreach Committee and chairman of the California State Advisory Committee, Commission on Civil Rights. He serves as Senior Officer, Advisor for Diversity Committee, Naval Recruiting Command. Dr. Kunnan was elected treasurer for the International Language Testing Association and was appointed test reviews editor for Language Testing. He is a member of the TOEFL 2000 Research and Development Committee and Project Evaluator, Center for International Studies Project of Stanford University). Dr. Snow is a member of the Search Committee, TESOL Quarterly. 13


Division of Special Education

T

he Division of Special Education faculty has been highly productive during the 2000-01 academic year. The following report reflects the external activities of 14 full-time, tenure track faculty members.

Faculty Professional Activities Examples of the Division’s publishing productivity include the following. In some cases, coauthors were involved but are not included here. Dr. Sherry Best: “Teaching Individuals with physical, health, or multiple disabilities,” (4th ed.), Prentice Hall; and “Specialized health care procedures in schools: A national survey of training and service delivery,” Exceptional Children. Dr. Mary Falvey: “Life beyond the classroom: Transition strategies for young people with disabilities,” Secondary school restructuring, Paul H. Brookes Publishing Co; and “Restructuring Schools for All Students.” Video production, Insight Productions. Dr. Diane Fazzi: “Imagining the possibilities: Creative approaches to orientation and mobility instruction for persons who are visually impaired,” AFB Press. Dr. Bill Frea: “Using an assessment of family context to inform intervention planning for the treatment of challeng-

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ing behavior in a child with autism,” Journal of Positive Behavior Interventions; a review of “Antecedent Control,” Journal of the Association for Persons with Severe Handicaps; “A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting,” Journal of Positive Behavior Interventions; and “Early intervention and social interactions,” Behavior Modification. Dr. Chris Givner: (with Dr. Ann E Bingham-Newman and Dr. Cherie DeJong-Hawley), “Surfing Tidal Wave II: New approach to teacher preparation,” National Forum of Teacher Education Journal. Dr. Diane Klein: “Working with young children from culturally diverse backgrounds” and “Including children with special needs in early childhood settings: Activities and strategies.” Delmar Klein, M.D., Cook, R. & Richardson-Gibbs. Dr. Andrea Zetlin: “Addressing the whole child through the efforts of a Resource Coordinating Team,” Preventing School Failure; “Supporting the nontraditional student teacher: A community learning center model,” Teacher Development; and (with Dr. Anna Chee) “Two case studies of community schools serving Latino and Southeast Asian children,” Journal of Child and Family Studies. The Division faculty also made presentations at a range of national and international as well as state and local conferences, including the following examples. In some cases, while not listed, presentations were made with other individuals. Dr. Margaret Clark: “Learning Disability as a Cause of Achievement Outcomes: Comparing the Perceptions of

General Education and Special Education Teachers” at the International Special Education Congress in Manchester, England, and “Increasing the Common Knowledge Base of Collaborating Teachers About Learning Disability” at the National Conference of the Council for Exceptional Children, Kansas City, MO. Dr. Mary Falvey: “Family Friendly Assessment,” a paper presented at the California State University, San Marcos Inclusive Education Summer Institute, and “Inclusive education in California,” a paper presented at The Association for Persons with Severe Disabilities. Miami, FL. Dr. Diane Fazzi: (with Dr. Brenda Naimy) “Bridging the gap in providing O&M services to students who have visual impairments and learning disabilities” at the statewide conference, California Transcribers and Educators of the Visually Handicapped, San Francisco, CA. Dr. Bill Frea: “The importance of evaluating contextual variables when planning interventions for young children with autism,” a paper presented at the national Conference on Research Innovations in Early Intervention, San Diego, CA; “Working with families to prepare effective behavioral support programs in the home,” a paper presented at the annual conference of the Division of Early Childhood, Council for Exceptional Children. Albuquerque, NM; and “Increasing social play of kindergartners with autism using peer-implemented pivotal response training,” a paper presented at the annual international conference of the Association for Behavior Analysis, New Orleans, LA. Dr. Chris Givner: “The Use of Portfolio Assessment in Special Education Teacher Education: Fostering Critical


Reflection, Evaluating Teacher Competence and Growth, and Program Transformation,” presented at the 23rd Annual Teacher Education Division (CEC) Conference, Las Vegas, NV, and “The Use of Induction to Prepare Master Special Educators: The Design of Level II Specialist Credentials in California,” presented at the California Council on the Education of Teachers (CCET) Fall Conference, San Diego, CA. Dr. Diane Haager: “Early Literacy Instruction in Urban Classrooms: Educating English Language Learners Experiencing Reading Difficulty,” paper presented at the Annual Conference of the Council for Learning Disabilities. Austin, TX; “Early Literacy Instructional Practices and Student Outcomes for English Language Learners,” panel discussion at the Pacific Coast Research Conference, La Jolla, CA; and “University-School Partnerships,” panel presentation for the U.S. Department of Education, Office of Special Education Programs Project Directors’ Meeting, Washington, D.C. Dr. Haager with Dr. Nancy Hunt: “Project PLUS: University-School Partnerships and Early Intervention,” paper presented at the Council of the Great City Schools Annual Conference. Los Angeles, CA; “Prereferral Intervention for At-Risk Learners: Strategies for Preventing Reading Failure,” workshop presented at the Annual Conference of the Council for Exceptional Children. Kansas City, KS. Dr. Diane Klein: “Supporting the development of communication skills in infants with severe and multiple disabilities,” workshop presented at Hilton Perkins Early Connections Conference, Vancouver, British Columbia, and “Early Intervention Homevisiting: Changing Paradigms,” workshop at the Annual Statewide Conference, California Infant Development Association. Dr. Kathleen Lane: “Young at-risk

students: The impact of phonological awareness training,” a paper, and “Identifying and intervening with children with conduct and attention problems,” a panel discussion, both at Teacher Educators for Children with Behavioral Disorders Scottsdale, Arizona. Dr. Andrea Zetlin: “Are the Educational Needs of Foster Youth Being Met?” a paper presented at the Council on Exceptional Children Symposium on Culturally Diverse Exceptional Children, Albuquerque, NM, and “The Education Initiative Project: A Public/Private Collaboration, “ a paper presented at the National Conference on Child Abuse and Neglect, Albuquerque, NM.

Collaborative Projects The Division’s faculty was involved in a variety of collaborative projects with school districts and community organizations. Faculty participated with local school districts in six collaborative projects and were involved in four collaborative projects with various community organizations. Examples of these collaborative projects include: Project Plus at Harrison School (PI- Dr. Haager; Con-

sultant- Dr. Hunt), Collaborative Training of Native American Special Educators Project (Coordinator-Dr. S. Best; Project Instructors- Drs. Givner, Haager, & Zetlin), Assistive Technology Training Project (PI- Dr. Best), and a Family Literacy Project at Murchison Street School (PI- Dr. Zetlin).

Grants Grants within the Division totaled $1,600,000, with faculty involved in 18 different grant-funded projects. These included two training grants in the area of orientation and mobility (Dr. Fazzi), one doctoral support grant in the area of low incidence early childhood (Dr. Best), one partnership grant with Harrison school to strengthen early literacy support (Dr. Haager), a subcontract with the Alliance Project providing technical assistance in grant writing to minority universities (Dr. Phil Chinn), two grants in the area of school to work transition for students with disabilities (Dr. Christina Kimm), a grant which will provide national technical assistance related to training of early childhood inclusion support providers (Dr. Klein). 15


In addition, two projects received state funding from the California Department of Education for pre-internship/internship training of special education credential students (Dr. Zetlin) and for support of an Even Start Family Literacy Program (Dr. Zetlin).

Service to Profession Special education faculty consulted with 16 local school districts, served on five state-level committees and one national steering committee. Faculty members have participated in a wide variety of community activities such as serving on numerous advisory boards and making local presentations related to disabilities and special education best practices. Faculty served as officers or board members for 17 different professional organizations. They served on 19 different editorial boards for professional journals and were field reviewers for 16 additional publications. As well, two faculty members were members of the California Bureau of Institutional Review Board.

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Relevant examples of service to the profession include the following: Dr. Best was the editor of the national Division of Physical and Health Disabilities Newsletter. She was also a program review panelist for CCTC. Dr. Falvey served as the LRE consultant on the Chanda Smith Consent Decree, Los Angeles Unified School District; was a member of the following California Department of Education Task Forces: LRE, Alternative Assessment, and High School Exit Exam Accommodations; and served on the editorial board of JASH (Journal for the Association for Persons with Severe Disabilities). Dr. Fazzi served as the co-president of the Southern California Association of Orientation & Mobility Specialists. Dr. Frea served on several local and state boards related to applied behavior analysis and early intervention and was on the editorial boards of two journals— JASH and Journal of Positive Behavior Intervention.

Dr. Givner was on the California Committee on Accreditation Board of Institutional Reviewers, a member of the National Steering Council of the National Institute of Urban Education Partnerships, and a charter member of the National Network on Educators with Disabilities. Dr. Haager served on the national Executive Board of the Division of Research, Council for Exceptional Children and national Task Force on Families of Children with Disabilities, CEC.

New Faculty & Staff During the 2000-01 academic year, the Division of Special Education hired one tenure-track faculty member, Dr. Kathleen Lane and one temporary fulltime faculty member, Kathy Fuller, who also is one of the joint doctoral students. Also, the Division was privileged to have a nationally renowned special educator, Dr. Vivian Correa, as the Matthew Guglielmo Endowed Chair for the entire academic year.