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 four-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) or TYS 2000 Level Transition Year Seminar (3) (transfer students only). LFW Series Health and Physical Education Lifestyle series (1)
EDUC 1600: Study of the School (4)
Writing Intensive; Includes 45-hour field component. 
INST 1500: Identity Projects: Writing and Literature (3) Writing Intensive
Math 1210: Nature of Mathematics (3) or Math 1500: Introduction to Mathematical Thought (3) EDUC 2000 OR 2200: Educational Psychology (3): Includes 20-hour field placement 
EDUC 1700 OR 1710: Phonics and Language Study (3) INST 2011: Equity and Literacy (3) (serves as dual requirement for EDUC 3600 and INST 2000)
EDUC 901,903 (Standardized Test Prep as needed; 1 credit each).
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) EDUC 2530 – Behavior and the Learning Environment (Spring only)
EDUC 2520: Exceptional Children: Adolescence (3) or EDUC 2510 Exceptional Children: Early Childhood (3) (Spring only) EDUC 3370: Technology in Special Education (3)
EDUC 3390: Science of Reading: Specialized Systemic Instruction for K-12 Students with Reading Disabilities: 20 hour field placement:  Consult with your advisor. INST 2400 Level: Natural Foundation (3)
Skills Class EDUC 3800 Content Area Literacy OR EDUC 3850 Using Literacy Across Disciplines in Midde Childhood 
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) 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 Global Cultures (3)
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) EDUC 4100: Student Teaching: AYA/Multi-Age (10)
EDUC 4550: Intervention Specialist Methods * 75 field hour placement (3) EDUC 4110: Student Teaching Seminar (2)
SYE Senior Year Experience (2-3) Consult with your advisor
INST 3000: Integrative Seminar (3)

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 KnowledgeableMulti-literateEngagedResponsible, and Inquisitive. To learn more about KMERI, visit our University Learning Goals page.