K-12 Intervention Specialist - Bachelor of Science in Education (BSE)
Teacher Education Program
The Ohio Department of Education refers to Special Educators as Intervention Specialists. The K-12 Intervention Specialist program at Otterbein University leads to an Ohio two-year K-12 Intervention Specialist Resident Educator License, valid for teaching grades kindergarten through grade 12 in either Mild to Moderate or Moderate to Intensive. Please note the K-12 Intervention Specialist license requires 12 literacy hours, including Phonics. (EDUC 1700 or EDUC 1710.)
Program Description
Otterbein’s K-12 Intervention Specialist program prepares students for Ohio licensure in either Mild to Moderate or Moderate to Intensive. The program offers extensive field experiences and provides students with the tools and skills to meet the needs of every student. The US Department of Education identifies Special Education as a critical shortage area (see tsa.ed.gov).
The K-12 Intervention Specialist program can be completed together with other education majors in just four years, particularly middle-level programs. Please discuss these opportunities with your advisor.
Advising
Meeting with your advisor is essential for staying on track with university and teacher preparation program requirements. Reach out to your advisor each semester and be sure to communicate your plans for when you want to student teach. Your entire program should be organized around the student teaching semester.
Recommended Four-Year Plan for Bachelor of Science in K-12 Intervention Specialist license
| Fall 1 | Spring 1 |
| FYS 1000 Level First Year Seminar (3) Fall or Spring, or TYS 2000 Level Transition Year Seminar (3) Fall or Spring (transfer students only). | LFW Series Health and Physical Education Lifestyle series (1) Fall or Spring |
| EDUC 1600: Study of the School (4) Fall or Spring. Writing Intensive; Includes 45-hour field component. |
INST 1500: Identity Projects: Writing and Literature (3) Fall or Spring. Writing Intensive |
| Math 1210: Nature of Mathematics (3) Fall or Spring, or Math 1500: Introduction to Mathematical Thought (3) Fall or Spring | EDUC 2000 OR 2200: Educational Psychology (3) Fall or Spring. Includes 20-hour field placement |
| EDUC 1700 OR 1710: Phonics and Language Study (3) Fall or Spring | INST 2011: Equity and Literacy (3) Spring only (serves as a requirement for INST 2000) |
| EDUC 901,903 (Standardized Test Prep as needed; 1 credit each). Fall only | |
| Required skills courses (see catalog for options) (3-4) | |
For admission to EDUC 1600, students must have a 2.5 overall GPA, have met test score requirements, and have a current FBI/BCI Background Check on file.
| Fall 2 | Spring 2 |
| INST 2200 Level: Reflection and Responsibility (3) Fall or Spring | EDUC 2530 – Behavior and the Learning Environment (3) Spring only |
|
EDUC 2520: Exceptional Children: Adolescence (3) Fall or Spring (or substitute EDUC 2510 Exceptional Children: Early Childhood (3) Spring only |
EDUC 3370: Technology in Special Education (3) Spring only |
| EDUC 3390: Science of Reading: Specialized Systemic Instruction for K-12 Students with Reading Disabilities (3) Fall only. 20 hour field placement: Consult with your advisor. | INST 2400 Level: Natural Foundation (3) Fall or Spring |
| Skills Class | EDUC 3800 Content Area Literacy (3) Fall or Spring, OR EDUC 3850 Using Literacy Across Disciplines in Middle Childhood (3) Spring only |
| Required Literacy courses (consult with your advisor for options) | |
Students must apply for admission to Teacher Education during Year 2, EDUC 2200 or EDUC 2000.
| Fall 3 | Spring 3 |
| EDUC 3360/3361: Assessment and Progress Monitoring (3) Fall only | EDUC 3320: Specialized Instructional Planning (3) Spring only |
| INST 2600 Level: Creativity and Culture (3) Fall or Spring | EDUC 3350/3351: Methods of Teaming and Collaboration for Learners with Disabilities: 30 field hour placement. Spring only |
| Literacy Course – consult with your advisor | INST 2800 Level: Global Cultures (3) Fall or Spring |
| Required Literacy courses (consult with your advisor for options) | |
To take any year 3 EDUC course with a field component, students must be admitted to Teacher Education Program (Decision Point 2) and have a current FBI/BCI Background Check on file.
| Fall 4 | Spring 4 |
| EDUC 4555: Intervention Specialist Practicum (3) Fall only | EDUC 4100: Student Teaching: AYA/Multi-Age (10) Fall or Spring |
| EDUC 4550: Intervention Specialist Methods * 75 field hour placement (3) Fall only | EDUC 4110: Student Teaching Seminar (2) Fall or Spring |
| SYE Senior Year Experience (2-3) Fall or Spring. Consult with your advisor | |
| INST 3000 Level Course: Integrative Seminar (3) Fall or Spring |
Year 4 Note: Student teaching requires successful review at Decision Point 3.
| Student Learning Outcomes | University Learning Goals (KMERI*) |
| 1. Learners and Learner Development – Candidates apply their knowledge of learner development, including cognitive, linguistic, social, emotional, and physical. | Knowledgeable, Multi-literate |
| 2. Learning Differences – Candidates apply their understandings of learner differences. | Knowledgeable |
| 3. Learning Environment – Candidates apply their knowledge of the learning environment; including individual and collaborative learning, positive social interaction, active engagement, and self-motivation. | Knowledgeable, Multi-literate |
| 4. Diversity, Equity, and Inclusion -Candidates believe that all learners can achieve at high levels, examine and understand their own personal biases, persist in supporting and scaffolding all learners, respect learners as individuals, make learners feel valued, promote respect among learners. | Knowledgeable, Responsible |
| 5. Instructional Practice – Candidates apply their knowledge of multiple methods of assessment to monitor learner progress and guide decision making. | Knowledgeable, Multi-literate |
| 6. Instructional Practice – Candidates plan instruction that builds on content knowledge, curriculum, cross-disciplinary skills, and pedagogy. | Knowledgeable, Multi-literate |
| 7. Instructional Practice – Candidates use current technology to support assessment and enhance K-12 learning. | Knowledgeable, Multi-literate |
| 8. Professionalism – Candidates apply knowledge of professional standards of practice (relevant laws, policies, practices). | Engaged, Inquisitive |
| 9. Professionalism – Candidates collaborate effectively with learners, families, colleagues, and other school professionals to ensure learner growth. | Responsible, Engaged |
| 10. Professionalism – Candidates engage in ongoing professional development; create habits of mind to support lifelong learning. | Engaged, Inquisitive |
*NOTE: KMERI refers to Otterbein's learning goals. It stands for Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive. To learn more about KMERI, visit our University Learning Goals page.
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