Preliminary Early Childhood Special Education Preconditions

Early Childhood Special Education (ECSE) Precondition 1: English Language Skills

In each program of professional preparation, the college or university or school district requires candidates to demonstrate knowledge of effective methods of developing English language skills, including reading, among all pupils, including those for whom English is a second language, in accordance with the Commission's standards. Reference: Education Code Sections 44227, 44253.1, and 44283.

ECSE Precondition 1 is met as follows: 

As language(s) develop during the early childhood years, all candidates for the Early Childhood Special Education Preliminary Credential will learn about language development as a foundational element of this program.  In particular, they will learn to respect the cultural diversity of students and culture’s influence on language development. All will demonstrate knowledge and methods for developing English language skills, including those for whom English is a second language. All candidates are required to take EDUT 6213 in which theories and research on language development and instructional methods of literacy skills are reviewed. In addition, the evidence-based practice of Dialogic Reading for language development is taught and used as a field assessment for candidates in EDUT 6202. Candidates are taught to recognize how assessments may be biased in their evaluation of language skill, particularly for students with disabilities and for those for whom English is not their native language in EDUT 6206. 

Additional information regarding English language skills requirements can be found in the Early Childhood Special Education Credential Handbook linked here (pg. 2). Program requirements can be viewed here.

Additional information will be addressed in Program Standard 7.

ECSE Precondition 2: Assessing Candidates for Subject Matter Competence

The program sponsor has a timely and systematic process for evaluating and notifying candidates of their standing in relation to the subject matter competence requirement. This process includes:

• Providing candidates with clear and accurate information in all advising and application materials about all options available to demonstrate subject matter competence, pursuant to Education Code Section 44259(b)(5)(a). 

• Within the first 60 days of the candidate’s admission, the institution must complete an assessment of each candidate’s standing in relation to demonstration of the subject matter competence requirement, including whether a coursework evaluation will be needed, and notify candidates of that standing.

ECSE Precondition 2 is met as follows: 

Precondition 2 does not apply to candidates of the Early Childhood Special Education Program at Mills College at Northeastern University. **

ECSE Precondition 3: Demonstration of Subject Matter Competence

For Education Specialist programs, the candidate provides evidence of having demonstrated subject matter competence through one of the following methods: 

1.    Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i). 

2.    Passage of a Commission-approved subject matter examination. Reference: Education Code 44259 (b)(5)(A)(ii). 

3.    Successful completion of coursework at one or more regionally accredited institution of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii). 

4.    Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with either a major in one of the subject areas in which the Commission credentials candidates or a liberal studies or other major that includes coursework in the content areas pursuant to subdivision (b) of Section 44282. 

5.    A combination of the methods described in 1, 2, or 3 above that, together, demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the Commission. Education Code 44259 (b)(5)(A)(v), 44282 (b).

ECSE Precondition 3 is met as follows: 

Precondition 3 does not apply to candidates of the Early Childhood Special Education Program at Mills College at Northeastern University. **

ECSE Precondition 4: Completion of Requirements

A college or university or school district that operates a program for the Education Specialist teaching credential shall determine, prior to recommending a candidate for the credential, that the candidate meets all legal requirements for the credential, including but not limited to: Reference: Education Code Sections 44225(a), 44227, and 44283.2(a).

• Possession of a baccalaureate or higher degree from a regionally accredited institution

• Satisfaction of the Basic Skills Requirement

• Completion of an accredited professional preparation program

• Completion of the subject matter requirement

• Demonstration of knowledge of the principles and provisions of the Constitution of the United States

• Passage of the Reading Instruction Competence Assessment (RICA)

ECSE Precondition 4 is met as follows: 

Mills College at Northeastern University will ensure that each candidate in the Early Childhood Special Education Preliminary Credential possesses a baccalaureate or higher degree and satisfies the Basic Skills requirement prior to entry into the program.

During the program, candidates will be supported in the following: demonstrating subject matter knowledge through coursework, demonstrating knowledge of the principles and provisions of the Constitution of the United States, and successfully completing the Teaching Performance Assessments, which will be supported during the field placement seminars, EDUT 6208 and 6209. (Based on CTC communications, the TPAs will replace the RICA by the time this program is implemented.) 

The program will recommend that candidates take the Reading Instruction Competence Assessment (RICA) shortly after completing EDUT 6213 Language Development: Literacy, Communication, & Multilingualism. 

The Academic Coordinator & Credential Analyst is responsible for verifying and tracking that the candidate has satisfied Preconditions 1 through 4 through completion of a recommendation checklist. This form is maintained in a secured digital format, which is integrated into the candidate’s credential file within our database system. 

Information regarding completion requirements is provided to candidates in the Early Childhood Special Education Credential Handbook linked here (p. 2). Program requirements can be viewed here.