In undergrad, students should have:

• 3 credits of English/Language Arts (and/or appropriate test out)
• 3 credits of Math (or 95-Test Out)
• 6 credits of Science
• 6 Credits of Social Studies

If these prerequisites are not met, students will have to take additional courses within the program to complete these prerequisites.

A total of 50 hours of practicum and 3 cooperating teacher evaluations need to be completed prior to student teaching.

To earn a licensure/certification, students must pass the Foundations of Reading Test (FoRT). At UW-Stevens Point, our program includes preparation for the FoRT through two literacy courses and an on-site preparation workshop.

Students must also obtain a 3.00 or higher in all coursework throughout the program. If they fall below 3.00 then they must take the Praxis Subject Area Assessment in their content area to earn their licensure/certification. 

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

• The requirements of this program meet Certification/Licensure in the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming.
• The requirements of this program do not meet Certification/Licensure in the following states: American Samoa, Delaware, District of Columbia, Federated States of Micronesia, Guam, Hawaii, Idaho, Indiana, Massachusetts, Montana, New Mexico, North Dakota, Northern Mariana Islands, Pennsylvania, South Dakota, Tennessee, Texas, West Virginia, Puerto Rico, Republic of the Marshall Islands, Republic of Palau, U.S. Virgin Islands.
• Note: If you live in a state or territory that does not meet certification/licensure requirements, contact the School of Education and we will investigate further.

To earn a licensure/certification, students must pass the Foundations of Reading Test (FoRT). At UW-Stevens Point, our program includes preparation for the FoRT through two literacy courses and an on-site preparation workshop.

Students must also obtain a 3.00 or higher in all coursework throughout the program. If they fall below 3.00 then they must take the Praxis Subject Area Assessment in their content area to earn their licensure/certification. 

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

• The requirements of this program meet Certification/Licensure in the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming.
• The requirements of this program do not meet Certification/Licensure in the following states: American Samoa, Delaware, District of Columbia, Federated States of Micronesia, Guam, Hawaii, Idaho, Indiana, Massachusetts, Montana, New Mexico, North Dakota, Northern Mariana Islands, Pennsylvania, South Dakota, Tennessee, Texas, West Virginia, Puerto Rico, Republic of the Marshall Islands, Republic of Palau, U.S. Virgin Islands.
• Note: If you live in a state or territory that does not meet certification/licensure requirements, contact the School of Education and we will investigate further.

HLED 700 – Current Health Issues and Trends in Health Education 
(3 credits, 100% online, offered even year summers)
This course will provide students who do not have an undergraduate degree in health education with the necessary background in health content areas (nutrition, physical activity, personal health, safety and injury prevention, stress, violence/abuse, substance use and abuse, disease prevention, environmental health, aging, death and dying, consumer and community health, and mental and emotional health).

HLED 701 – Curriculum and Resources in Teaching Comprehensive School Health Education 
(3 credits, 100% online, offered even year summers)
This course will provide graduate students with the knowledge and skills necessary to develop effective curriculum and learning strategies for health education. Students will become comfortable applying the Wisconsin Standards of Health Education with psychosocial skills to assist students in developing life skills. The course will provide a “hands-on” atmosphere where knowledge is used, and skills are practiced.

HLED 703 – Teaching Methods in Health Education 
(3 credits, 100% online, offered odd year summers)
This course is designed to have students engage in an analysis of effective approaches to teaching health education to children, primarily utilizing prevention theory. Students will engage in the application of teaching methods, strategies, techniques, and assessments in health education, constructing a series of “hands-on” learning opportunities.

HLED 705 – Sexuality Education: Content and Programming for K-12 Schools 
(3 credits, 100% online, offered odd year summers)
This course will provide students with a review of current health and human sexuality information. Emphasis is given to biological, psychosocial, and educational aspects of human sexuality, with special emphasis on instructional activities related to interpersonal communication, decision-making, and clarification of values. Students will review Wisconsin law and curriculum expectations, working through abstinence-based and abstinence-only curricular approaches, while gaining a healthy appreciation of the controversial issues surrounding the teaching of this content in K-12 schools.

Note: Students must complete all four courses to attain certification. Independent Study will not be granted in any of these four courses.

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

• The requirements of this program meet Certification/Licensure in the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming.
• The requirements of this program do not meet Certification/Licensure in the following states: American Samoa, Delaware, District of Columbia, Federated States of Micronesia, Guam, Hawaii, Idaho, Indiana, Massachusetts, Montana, New Mexico, North Dakota, Northern Mariana Islands, Pennsylvania, South Dakota, Tennessee, Texas, West Virginia, Puerto Rico, Republic of the Marshall Islands, Republic of Palau, U.S. Virgin Islands.
• Note: If you live in a state or territory that does not meet certification/licensure requirements, contact the School of Education and we will investigate further.

The following courses are professional education requirements for the early childhood special education add-on teacher licensure/certification. We will let you know during your transcript review if these prerequisites have or have not been met. If not, these courses will be required before you can begin the program.

• Psychology 260: Introduction to Developmental Psychology (3 cr.) OR Human Development 261: Child Growth and Development (3 cr.) OR Human Development 265: Human Growth and Development – A Life-Span Approach (3 cr.) OR Education 723: The Psychology of the Classroom (2 cr.)
• Early Childhood Education 368/568: Creative Integrated Curriculum and Methods for Young Children (3 cr.)
• Completion of ACT 20 Literacy Training Canvas Course or EDUC 718: Core Components of Teaching Reading

The following courses will need to be completed to earn the early childhood special education add-on teacher licensure/certification:

• Education 737: Family, Community, and Agency Collaboration for Transitioning Individuals with Disabilities (3 cr.)
• Education 318/518: Individualized Education Program (IEP) Development for Special Educators (1 cr.)
• Education 365/565: Assessment and Intervention Strategies for Infants and Toddlers with Disabilities and Their Families (3 cr.)
• Education 366/566: Assessment/Intervention Strategies for Preschool Children with Disabilities and Their Families (3 cr.)
• Education 756: Special Education Assessment *Requires clinical experience/practicum hours (3 cr.)
• Education 398: Student Teaching with Students with Disabilities based the area of specialization you are teaching (1-16 cr.) OR Education 781: Teaching Students with Disabilities Practicum – Internship (1 cr.)

Throughout the coursework, students must maintain a GPA of 3.00 or higher. If they fall below 3.00 then they must take the Praxis Subject Area Assessment Test #5018 and achieve a minimum score of 146 to earn their licensure/certification.

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

• The requirements of this program meet Certification/Licensure in the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming.
• The requirements of this program do not meet Certification/Licensure in the following states: American Samoa, Delaware, District of Columbia, Federated States of Micronesia, Guam, Hawaii, Idaho, Indiana, Massachusetts, Montana, New Mexico, North Dakota, Northern Mariana Islands, Pennsylvania, South Dakota, Tennessee, Texas, West Virginia, Puerto Rico, Republic of the Marshall Islands, Republic of Palau, U.S. Virgin Islands.
• Note: If you live in a state or territory that does not meet certification/licensure requirements, contact the School of Education and we will investigate further.

We will let you know during your transcript review if these professional education requirements have or have not been met. If not, these courses will be required before you can begin the program.

• Education 723: The Psychology of the Classroom (Development)
• Education 702: Advanced Educational Psychology: Theory into Practice OR Education 723: The Psychology of the Classroom (Educational Psychology)
• Education 718: Methods and Materials for Teaching Reading
• Completion of ACT 20 Literacy Training Canvas Course OR EDUC 718: Methods and Materials for Teaching Reading
• Education 351: Educating Students with Special or Other Needs in the General Education Environment OR Education 755: Foundations of Special Education *Requires clinical experience/practicum hours.
• Education 743: Secondary Literacy for Teachers
• Reg Ed Methods Courses (Initial License)
• Education 398: Student Teaching (Initial license)

• Education 756: Special Education Assessment *Requires clinical experience/practicum hours.
• Education 704: Strategies for Discipline and Classroom Management *Requires clinical experience/practicum hours.
• Education 737: Family, Community, and Agency Collaboration for Transitioning Individuals with Disabilities
• Education 713: Essential Skills for Special Educators *Requires clinical experience/practicum hours.
• Education 764: Curriculum and Instruction for Students with Disabilities *Requires clinical experience/practicum hours.
• Education 769: Curriculum and Instruction for Students with Disabilities II
• Education 781: Teaching Students with Disabilities Practicum – Internship (On-The-Job Student Teaching) in areas/grades of add-on certification. *You will need to obtain clinical experience (practicum hours) with students in elementary, middle, and secondary settings throughout your courses, prior to student teaching, in order to student teach in only one placement.

Throughout the coursework, students must maintain a GPA of 3.00 or higher. If they fall below 3.00 then they must take the Praxis Subject Area Assessment Test #0146 or #5146 (formerly called Praxis II Test “Middle School: Content Knowledge”) and achieve a minimum score of 146 to earn their licensure/certification.

To earn a licensure/certification, students must pass the Foundations of Reading Test (FoRT). At UW-Stevens Point, our program includes preparation for the FoRT through two literacy courses and an on-site preparation workshop. **If you plan on taking the FoRT Alternative, you must take EDUC 718 and EDUC 747.

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

• The requirements of this program meet Certification/Licensure in the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming.
• The requirements of this program do not meet Certification/Licensure in the following states: American Samoa, Delaware, District of Columbia, Federated States of Micronesia, Guam, Hawaii, Idaho, Indiana, Massachusetts, Montana, New Mexico, North Dakota, Northern Mariana Islands, Pennsylvania, South Dakota, Tennessee, Texas, West Virginia, Puerto Rico, Republic of the Marshall Islands, Republic of Palau, U.S. Virgin Islands.
• Note: If you live in a state or territory that does not meet certification/licensure requirements, contact the School of Education and we will investigate further.

Recommended course sequence:

EDUC 791 – Foundations of Gifted and Talented Education (3 credits – summer)
This course is designed to provide an overview of the history as well as important issues and developments within the field of gifted education. The course is designed to provide an overview of: (1) the history and definitions in gifted education; (2) emphases on development, characteristics, and individual learning differences of students with gifts and talents; (3) identification strategies and program options in the field of gifted/talented education; and (4) NAGC Gifted Programming Standards; and (5) introduction to current literature.

EDUC 794 – Psychological Issues in Gifted Education (3 credits – summer)
This course addresses areas related to psychology and giftedness: social-emotional considerations for gifted students and counseling research. The course is designed to provide an overview of: (1) Supporting social, emotional, and psychosocial growth of gifted students; (2) creativity and creative thinking; (3) exploration of relevant issues and trends in the gifted education field; and (4) barriers in gifted education.

EDUC 792 – Curriculum and Methods for Teaching Gifted Students (3 credits – fall)
This course focuses on curriculum methods designed specifically for identified students with gifts and talents in specialized programs. The course is designed to provide an overview of: (1) Professional Preparation Standards for Gifted Educators; (2) instructional techniques: grouping, differentiation, enrichment; (3) acceleration and curriculum compacting; and (4) co-teaching, coaching and collaborating with classroom teachers.

EDUC 779 – Coordinating Gifted Education Programs and Services – 3 Credits

In alignment with the National Association for Gifted Children (NAGC) Pre-K–Grade 12 Gifted Education Programming Standards, this course prepares students to understand, analyze, and apply the administrative, legal, educational, and advocacy responsibilities involved in coordinating district-level gifted and talented programming. Coursework includes targeted readings on gifted program design, implementation, and continuous improvement, along with an embedded practicum experience focused on systems-level leadership and program development.

Students will develop and implement a practicum project within their own district while collaborating with an experienced gifted program coordinator or school administrator. Project examples include creating district-wide professional development, developing a comprehensive program evaluation plan, and designing a strategic program plan for a specific district or school. All projects will be grounded in the NAGC Programming Standards and developed within the context of broader educational initiatives, including Multi-Tiered Systems of Support (MTSS), diversity and multiculturalism, equity in identification and services, and the use of standardized and alternative assessments. Completion of this course allows students to serve as a district Gifted and Talented Coordinator.

Prerequisites: Successful completion of the three core gifted education licensure courses (EDUC 791, EDUC 792, and EDUC 794) or their standards-based equivalent.

Please note: This certificate is aligned to national gifted programming standards but is not affiliated with or issued in conjunction with Wisconsin Department of Public Instruction (DPI) licensure. Completion of this course does not result in additional Wisconsin DPI licensing.

The United States Department of Education requires institutions that provide distance education to disclose information for programs leading to professional certification or licensure about whether each program meets state educational requirements for initial licensure or certification. Following is this disclosure information for this program:

• The requirements of this program meet Certification/Licensure in the following states: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, Utah, Vermont, Virginia, Washington, Wisconsin, Wyoming.
• The requirements of this program do not meet Certification/Licensure in the following states: American Samoa, Delaware, District of Columbia, Federated States of Micronesia, Guam, Hawaii, Idaho, Indiana, Massachusetts, Montana, New Mexico, North Dakota, Northern Mariana Islands, Pennsylvania, South Dakota, Tennessee, Texas, West Virginia, Puerto Rico, Republic of the Marshall Islands, Republic of Palau, U.S. Virgin Islands.
• Note: If you live in a state or territory that does not meet certification/licensure requirements, contact the School of Education and we will investigate further.