Program Description
The Intervention Specialist: Mild/Moderate M.Ed. with licensure program is offered at the graduate level. Candidates must successfully complete the program requirements and pass all State of Ohio required licensure assessments in order to be eligible for an Ohio Resident Educator License in Intervention Specialist Mild-Moderate grades K-12.
Licensure and certification requirements vary from state to state, and we have not determined if this program meets educational requirements outside of Ohio. If you are planning to pursue professional licensure or certification in a state other than Ohio, please contact the appropriate licensing entity in that state to seek information and guidance regarding that state’s licensure or certification requirements.
Admission Requirements
Undergraduate Degree/Grade Point Average
- Bachelor’s degree from an accredited institution, with a minimum cumulative undergraduate GPA of 2.7
OR
- Bachelor’s degree from an accredited institution, with a cumulative undergraduate GPA between and including 2.6 - 2.69, but with a 3.0 or better for the last 60 semester hours earned toward the undergraduate degree
Dispositional Assessment
- Candidates must receive ratings of 3 or higher on all components of the Candidate Disposition Inventory (CDI).
FBI and BCI Check
- Clear BCI and FBI Background Check sent from the State of Ohio
Foundational Skills Competency
Demonstration of competency on a nationally normed test: Can be a combination
Reading:
- ACT Reading Score of 19 or better OR
- SAT Evidence-Based Reading and Writing Score of 520 or better OR
- Praxis Core Reading Score of 162 or better
AND
Writing: (beginning in 2021)
- ACT Writing Score of 6 or better OR
- SAT Writing Dimension Score of 5 or better OR
- Praxis Core Writing Score of 165 or better
Mathematical Skills Competency: Any ONE of the following
- ACT Mathematics: 21 OR
- SAT Mathematics: 520 OR
- Praxis Mathematics: 158 OR
- GRE Mathematics subtest: 50th percentile or higher OR
- MAT Mathematics subtest: 50th percentile or higher OR
- Grade of “C” or higher in a college-level (non-developmental) mathematics course
Program Learning Outcomes
The program aligns with the Council for Exceptional Children standards (CEC, 2020), the Ohio Standards for the Teaching Profession (OSTP), the International Society for Technology in Education standards (ISTE), and the Ohio Preparation Requirements.
Council for Exceptional Children Standards (2020)
Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines
Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities
Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs
Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge
Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Databased Decision Making
Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
Standard 5: Supporting Learning Using Effective Instruction?
Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
Standard 6: Supporting Social, Emotional, and Behavioral Growth
Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
Standard 7: Collaborating with Team Members
Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
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