Professional Education Unit - WKU

Professional Education Unit

Program Review Document 3: Program Experiences

Preparation Program: Special Education LBD

Degree: Master of Arts in Teaching

Certification Level: P-12

Preparation Level: Initial

Rank Level: Rank II

Date Submitted: October 4, 2013

Link to Graduate Catalog: Graduate Catalog

State Regulation governing this program: 16 KAR 2:160 and 16 KAR 9:080

The following WKU faculty and staff have contributed to the development of this document: Janet L. Applin, Ph.D.

PRD3 MAT LBD IP of 31

Introduction Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that prepare university students to enter education professional fields. These fields include: Teachers in elementary, middle, and high schools Library media specialists Principals and superintendents School counselors School nurses School psychologists Speech pathologists

All these education professional preparation programs are considered by the National Council for Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from each of the education fields in the Unit were involved in various aspects related to the development and approval of the Conceptual Framework. An abridged version of the Conceptual Framework is attached to this document as Appendix A. It is important to note that during the development of the Conceptual Framework, committee members thought it important to delineate all essential beliefs, ideas, and implications even if they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what the unit aspires to accomplish over time. Based on these values, the Professional Education Council adopted the unit-wide Continuous Assessment Plan. From this plan, each program developed a Program Assessment Plan (Appendix B). As can be seen from our plan, the first “Continuous Assessment Matrix” maps out how our program attempts to live out the unit-wide assessment vision. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards. Unless noted, all these assessments are collected within the unit’s Electronic Portfolio and Accountability Systems and are used to guide decisions as indicated in the Transition Points described in the Program Assessment Plan. The “Other Key Data Collection Matrix” identifies where other unit-wide data related to the unit Conceptual Framework are collected within our program. Due to the nature of the Special Education graduate program's service delivery through distance learning, and the fact that students are often full time classroom teachers, field experiences are conducted within the full time teachers' classrooms. For those students who have not secured a teaching position, an alternate field experience is possible through the completion of SPED 590 as an internship placement. In the event that students are placed in a Final Clinical Experience, efforts are made to place students in settings with diverse populations above 11%. We determined our most diverse settings by averaging the ethnic diversity of the schools in our service area (about 11%) and selecting schools as diverse that exceed this percentage. The following courses, assessments, and experiences provide additional opportunities for our program candidates to address topics related to diversity: SPED 532 - includes a module that addresses the social needs of families who have children with disabilities. Within this module, students are assigned readings and projects which address the role culture plays in working with families and builds a knowledge base pertaining to issues in responding to diverse cultures within the framework of the special education teacher. SPED 532 is one of the core courses that all of our initial preparation SPED MAT students are required to complete.


Finally, after the Professional Education Council adopted a unit-wide set of dispositions (see Appendix A), our program has identified the following courses and experiences where we or other field observers (e.g., cooperating teachers) assess our students’ display of behavior associated with these dispositions: SPED 531 Advanced Prescriptive Teaching - Students in this course are required to design and implement a lesson to students with disabilities while videotaping themselves. Student performance on the video is assessed based upon the Kentucky Teacher Standards and the Council for Exceptional Children's standards. SPED 590 Advanced Internship in Special Education - Students in this course are observed at least two times during the semester by clinical faculty in the SPED program and are assessed based upon the KY Teacher Standards and the Council for Exceptional Children's standards. Program Overview Brief Program Description The Special Education Initial Certification in Learning and Behavior Disorders program, which will lead to a Master of Arts in Teaching (MAT), is for individuals who are seeking initial certification in LBD and may or may not be currently employed as a teacher of students with Learning and Behavior Disorders. This option is for those individuals with no prior teaching certification in any area. This 36-hour program consists of coursework in induction to the profession of special education, the diagnosis and assessment of learning and behavioral disabilities, prescriptive teaching, managing behavioral disorders and positive behavioral supports, research in special education, and special education law. If a student is currently employed or has verification of employment from a school district, the student may be eligible for a Temporary Provisional Teaching Certificate. If the student does not secure employment as the teacher of record in an LBD setting during the program, the student will be required to complete the equivalent of the state required student teaching experience in an unpaid position in an accredited Public School within WKU’s service area. Graduates completing the equivalent of a student teaching experience will be eligible for a Statement of Eligibility for certification as a teacher of students with LBD. Students must submit passing scores on the Praxis II and be fully admitted to the professional education unit (teacher admissions) PRIOR to enrolling in SPED 590. Students must meet all state requirements for student teaching and initial certification. SPED 590 is taken as the final course of the program. All courses in the program carry critical performance indicators (CPIs) that must be completed to the target standards before the final course grade is released and recorded. Throughout this program, students are required by state regulation to complete at least 200 hours of prescribed field experience prior to the culminating internship/student teaching course. Standards Addressed by Program Kentucky Teacher Standards Council for Exceptional Children

A. Content Standards 1. Course Descriptions


Introduction to Professional Education: SPED 515 - Education of Exceptional Children (3 hours) - Introductory course for initial certification in Special Education. Induction issues in special education are examined. Educational Technology: LME 535 – Survey of Educational Technology Practices (3 hours). Focus on instructional design and communication models appropriate to effective utilization of multimedia for instruction and training. Application of various multimedia to design, produce, and evaluate instructional/training projects. Diversity and Classroom Management: SPED 518 – Seminar: Contemporary Challenges in Special Education (3 hours) - Issues in special education. Classroom experiences to develop awareness and sensitivity to educational needs. Assessment: SPED 530 - Advanced Assessment Techniques (3 hours) - Experiences will be provided for students to enhance their knowledge of issues, techniques, and interpretations of various assessment procedures and instruments. Literacy Component: LTCY 519 - Foundations in Reading (3 hours) - Analysis of the reading process with emphasis on the psychological and physiological foundations of the reading act. Research Skills: SPED 534 - Research in Exceptional Child Education (3 hours) - This course enables students to become more skillful in reading, interpreting, and conducting research with children with disabilities, parents, and teachers - an independent research project is required. Content Methods Course: SPED 533 – Seminar: Curriculum for Learning and Behavior Disorders. Development, adaptation, and evaluation of curricula, methods, materials, and resources. Implementing and evaluating instructional programs for students with mild disabilities is stressed. Program Specific Electives: SPED 531 - Advanced Prescriptive Teaching (3 hours) - Adapting the learning environment to the learner. The identification and modification of various aspects of specialized learning environments are examined. SPED 630 - Special Education Law (3 hours) - Comprehensive study of existing school law codes for special education; budgeting and financial accounting for local, state and federal monies; and grant writing and reporting. Internship/Student Teaching: SPED 590 Advanced Internship in Exceptional Education (6 hours) Clinically supervised instructional practice in an approved setting for development of advanced skills and experience. Pass/Fail Grading. SPED 518 - Issues in Behavior Management (3 hours) - Issues in special education. Classroom experiences to develop awareness and sensitivity to educational needs.


2. Standard Alignment Matrices Program Alignment to Kentucky Teacher Standards

Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment Alignment Matrix” describes the assessments that our program uses to measure candidate progress toward the Kentucky Teacher Standards. Program Alignment to Learned Society Standards: Council for Exceptional Children or CEC

Knowledge and Skill Base for All Beginning Special Education Teachers of Students in Individualized General and Independence Curriculums

Table 1 demonstrates the alignment of our content courses with our learned society standards.


LEARNED SOCIETY STANDARDS Council for Exceptional Children 515 518 530 534 533 531 630 590

FIELD EXPERIENCES/CLINICAL PRACTICE STANDARD X X X X CONTENT STANDARDS 1. Foundations X X X X X X

2. Development and Characteristics of Learners X X X X X 3. Individual Learning Differences X X X 4. Instructional Strategies X X X 5. Learning Environments and Social Interactions X X X 6. Language X 7. Instructional Planning X X X X X 8. Assessment X X X X 9. Professional and Ethical Practice X X X X X X X X 10. Collaboration X X X X X X X X


3. Courses/Experiences that Address the Professional Code of Ethics In the MAT, Special Education LBD program, students must partially meet admission to teacher education requirements as part of their admission process. They must be eligible for admission to teacher education through acceptable, state required minimum PPST scores, and submit a Physical with TB Test or Risk Assessment and a KY Criminal Background Check, as well as agreeing in writing to abide by the EPSB’s Professional Code of Ethics. In addition, the induction course, SPED 515 reviews appropriate teaching dispositions as required by WKU’s College of Education and Behavioral Sciences and emphasizes the EPSB’s Professional Code of Ethics.

B. Kentucky Education Reform Initiatives Table 2: Program Alignment to Kentucky Core Academic Standards (KCAS). As stated by the Kentucky Department of Education, “The instructional program should emphasize the development of students' abilities to acquire and apply knowledge and assure that appropriate accommodations are made for the diverse populations of students found within Kentucky schools.” The MAT program strives to keep this basic tenant of the KCAS at the forefront of the curriculum. Section 1. KRS 158.6451 (2) The Kentucky Board of Education’s model curriculum framework which is directly tied to the goals, outcomes, and assessment strategies developed pursuant to this section and KRS 158.645 and 158.6453. The framework shall identify teaching and assessment strategies, instructional material resources, ideas on how to incorporate the resources of the community, a directory of model teaching sites, alternative ways of using school time, and strategies to incorporate character education throughout the curriculum.” http://education.ky.gov/curriculum/docs/pages/kentucky-core-academic-standards---new.aspx The Kentucky Model Curriculum Framework 2011 [per section 1. KRS 158.6451(2)] serves as a facilitation guide to assist an instructional supervisor, principal, and/or teacher leader. The framework provides a rationale for the need to revisit curriculum planning, offers background information and exercises to generate “future oriented” thinking, and suggests a process for designing and reviewing the local curriculum. http://education.ky.gov/curriculum/docs/Pages/KY-Model-Curriculum-Framework.aspx Learning Goals Addressed for the Kentucky Core Academic Standards (KCAS) All courses in the Special Education Initial Certification for Learning and Behavior Disorders MAT program address the Kentucky Core Academic Standards and the Kentucky Model Curriculum Framework. While focusing on pedagogy, student assignments are geared toward using the KY Core Academic Standards and the Model Curriculum Framework to learn about planning for instruction and assessment. Examples of courses focusing on the 3 main learning goals of the Framework are listed below. **Learning Goal 1: Basic Communication and Mathematics Skills LTCY 510, Methods of Teaching Literacy to Adolescents and various elective courses for those seeking initial certification in Mathematics. **Learning Goal 2: Application of Core Concepts SPED 590 Advanced Internship for the MAT and SPED 531Advanced Prescriptive Teaching require all students to apply the course concepts within their lesson planning and design for instruction. **Learning Goal 5: Think and Solve Problems Specific Special Education methods courses utilized within the MAT Special Education for Initial Certification for LBD focus on thinking and solving problems specific to various areas of Special Education areas. In addition, SPED 530, Advanced Assessment Techniques has a focus of using assessment information to inform instruction including analysis of student errors in thinking and problem solving.


C. EPSB Themes Our program is committed to graduating education professionals who are prepared to work with diverse students, to assess student learning, to understand the importance of literacy across the curriculum, and to close the achievement gap. Table 3 below delineates the courses in our program that ensure that education candidates are prepared in these areas.

Table 3: How Program Addressed EPSB Themes

COURSES

EPSB Themes

How Course Addresses Theme

Div

ersi

ty

Ass

essm

ent

Lit

erac

y

Clo

sin

g A

chie

vem

ent

Gap

SPED 515

X X

SPED 515 introduces students to broad themes in the delivery of services to students with disabilities. Included in this course are assignments pertaining to culturally responsive teaching methodology and issues in assessment and achievement of students with disabilities.

SPED 530 X X

SPED 530 is the Advanced Assessment course which requires students to consider issues of diversity through the framework of assessment and to utilize data based assessment techniques to design and plan for instruction.

SPED 531 X

SPED 531 requires students to become knowledgeable of research in the field of reading and reading disabilities and evidence based techniques for teaching reading to students with disabilities.

D. Program Faculty See Table 4 on the next page.


Table 4: Education and Content Faculty Information

Faculty Name

Highest Degree, Field, &

University

Assignment: Indicate the role(s) of the

faculty member1

Faculty Rank2

Scholarship3, Leadership in Professional Organizations, and Service4: List up to 3 major contributions in the past 3 years5

Teaching or other professional experience in

P-12 schools

Status to institution &

education unit6

Nedra Atwell

Ed.D. Vanderbilt University

School Administration

and Special Education

Graduate Program

Coordinator

Professor Primary Investigator on OPSE/KDE Grant for Project TRREE@ $115,000 per year Past President of KY TED The Kentucky Teacher Educator, Editor (peer reviewed journal) Publications: Teacher Retention in Kentucky and Implementing Change: Technology in the Classroom

Supervision of KTIP Interns and work with Project TRREE Leadership Camps

FT/FT

Marty Boman

E.D.D. University of St.

Thomas

Kelly Autism Program Director,

SPED Faculty

Assistant Professor

Mancil, G. R., Boman, M., & Salazar, M. (2008). Recognizing and working with infants and toddlers on the autism spectrum: Promising practices to improve outcomes. Focus on Infants and Toddlers, 20, 5. Mancil, G. R., & Boman, M. (In Press). Functional communication training in the classroom: A guide for success. Preventing School Failure. Co-Wrote and taught the 15 credit Autism Spectrum Disorders certificate program at WKU,

16 years teaching in K-12 schools, KTIP in the schools, and attend ARC meetings for participants of KAP

FT/PT-full time to the

university and part time to the Kelly Autism

Program

Janet Applin

Ph.D. Vanderbilt University

Special Education

Associate Dean for

Academic

Associate Professor,

June 2012 Harvard Graduate School of Education, Cambridge, Massachusetts. Institutes for Higher Education, Management

KTIP Teacher Educator 2007 - Present

FT/FT

1 For example, faculty, clinical super clinical supervisor, department chair, etc. 2 For example, professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc. 3 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation. 4 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission. 5 For example, three contributions of scholarship, leadership, and service might be 1) Scholarship - article published in a specific journal, 2) Leadership - officer of a state or national association,and 3) Service - an evaluation of a local school program. NOTE: You MUST provide evidence of SCHOLARSHIP. 6 Use these codes: FT/FT – full time to the university and full time to the unit/program; FT/PT – full time to the university and part time to the unit/program; or, PT/PT – part time to the university and part time to the unit/program.


with an emphasis in Teacher

Education and a minor in

Educational Administration,

Programs Development Program

Emery, J., Applin, J.L., & Boman, M. (In Press2013). A review of choice and preference assessments to increase academic attainment for autism spectrum disorders. Kentucky Teacher Education Journal. Applin, J.L. & Cornwell, S. (April 2010). Paper presented at the Council for Exceptional Children Annual Convention and Expo, Nashville, TN. TLC: Teacher Leadership and Collaboration.

Coordinator of SPED Undergraduate Field Experiences 15 Years Experience Teaching Students with Special Needs in P-12 Public Schools

Gail Kirby

Ed.D. University of San Francisco

Learning & Instruction with and emphasis in

Special Education

Faculty

Assistant Professor

iRCAP: K-12 School Crisis Communication Planning, Grant, $7,200.00 (In progress) Trainer for KY Co-Teaching Model P-12. Trained district teachers, college supervisors, and WKU faculty, 2012-2013. Ongoing. Faculty contributor of redesign of Special Education

undergraduate program: expected implementation September 2014.

SPED Faculty representative in School of Teacher Education (2012- present) 30 years experience teaching students with disabilities in P-12 schools

FT/FT

Jema Dusteen Knotts

Ph.D. Southern Illinois

University Emphasis in

Special Education in mild, moderate

and severe categories.

Graduate Faculty

SPED Faculty

Assistant Professor

Development Program Coordinator for new dual certificate program for Special Education (LBD P-12) and Elementary Education (P-5) program. Author for EPSB and CPE submissions (2012-2013)

Leadership Kentucky Association for Teacher Educators: Executive Board Member 2013-2015 Council for Exceptional Children, Teacher Education Division-KY- Executive Board Member 2010-2012.

National Presentations Knotts, J. D., Angell, C., Shanks, J., Beck, J., Toole, C. &

Kaufmann, L. (2012, February). Building teacher disposition assessment into a dynamic tool. Association of Teacher Educators 2012 Annual Meeting, San Antonio TX.

Angell, C., & Knotts, J. D. (2012, February). Facilitating & evaluating critical thinking through an online discussion rubric. Association of Teacher Educators 2012 Annual Meeting, San Antonio TX.

Knotts, J. D. & Whetstone, P. (2011, November). I don’t think we are in Kansas anymore!; Preparing SED teachers for demands of this season. 34th Annual Conference Teacher Education Division Council for Exceptional Children, Austin, TX.

Service

17 Years Experience Teaching Students with special needs in various Public and Private schools over five different state locations and one foreign Country

FT/FT


Teaching abroad- Harlaxton University, Grantham, England, 2013. Teaching Introduction to Special Education Course with comparison to the programs in the United Kingdom

Susan Keesey

Ph.D., The Ohio State University

Special Education Applied Behavior

Analysis

SPED Faculty Assistant Professor

Keesey, S., Joseph, L., & Konrad, M. (Accepted manuscript, 2013). Word boxes improve phonemic awareness, letter-sound correspondence, and spelling skills of kindergartners at risk of reading failure. Remedial and Special Education. Cartledge, G., Keesey, S., & Bennett, J. G. (2013, April). Culturally Responsive Literacy Strategy for Oral Reading Fluency for Second-Grade Urban Learners. Paper presented at the Council for Exceptional Children 2013 Convention & Expo, San Antonio, TX. Co-Advisor for Student Council for Exceptional Children, The Ohio State University, 2010–2012.

5 years experience teaching public school SPED students K–12 6 years training public school teachers in literacy instruction for struggling readers 4 years conducting research in K–5 public school classrooms with at risk/SPED students

FT/FT


E. WKU Curriculum Contract

MAT in Special Education LBD – Standard and Alternate Route to Certification Concentrations Leading to the Provisional Certificate for Teaching Students with Learning and Behavior Disorders

Contact Information:

Last, First Middle WKU ID Number

Street Home Phone Number

City State Zip Code E-mail Address Specific degree requirements with advisement sheets attached.


WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT FOR MAT IN LBD Delineation of Unit/Program Transition Points – Initial Certification MAT

Transition Point 1: Admission to Education Preparation Programs Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By

Unit Level Data:

Each Month

School of TeacheEducation MAT

Advisor and SpeciaEducation Faculty

Admission Application to Graduate Studies Completion of application

Documentation of completion of baccalaureate degree with a major, or equivalent, in an approved certification area and from an accredited institution


Letter of application including professional goals Completion and submission of letter including professional goals

Cumulative grade point average of 2.75 or above (counting all course work, undergraduate and graduate) OR a GPA of 3.0 in the last 30 hours of coursework (counting all course work, undergraduate and graduate).

2.75+ average or above (counting all coursework, undergraduate or graduate) OR a GPA of 3.0 in the last 30 hours of coursework (counting all course work, undergraduate and graduate)

Test Scores – State minimum passing scores for PPST for admission to the professional education unit

State minimum required for GRE or PPST qualifying scores for admission to the professional education unit.

Documentation for partial admission to teacher education prior to acceptance to graduate studies: 3 references, physical (including TB test), successful KY criminal background check, and a signed code of ethics

State requirements for clearance for teacher certification

Transition Point 2: Admission to Final Experience (e.g., Internship, Student Teaching, Clinical Practice, Culminating Assessment) Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By

Unit Level Data:

Each Semester

Special EducationFaculty Advisors and SPED 595

Instructors

Admission to Education Preparation Admission approved by Professional Education Council

GPAs 200 Hours of Documented Field Experience as per 16

KAR 5:040

3.0 overall as per Graduate Studies Policy for all graduate programs

200 Hours documented based on requirements of 16 KAR 5:040

Semester Hours Completed 30 hours

Dispositions Scores All dispositions average “At Standard” (3+)

Critical Performance Scores 3.0+ overall 2.5+ per Kentucky Teacher Standard measured

Transition Point 3: Program Exit Data Reviewed Minimal Criteria for Exit Review Cycle Reviewed By

Unit Level Data: Each Semester

Office of TeacherServices Advanced Internship Grade C or higher - based on Teacher Work Sample holistic

score of 2+

To be recommended for initial certification, an applicant must document: Completion of an approved teacher preparation program in each desired certification area; Passing score(s) on the appropriate PRAXIS II exam(s) (e.g., Content, PLT) or other assessments required for

each desired certification area; Achievement of at least a 2.75 GPA overall, in each major and minor, and in professional education courses; Attainment of at least a “C” in all professional education courses, including EDU 589 and student teaching, if

applicable; and Completion of a portfolio based on the Kentucky Teacher Standards.


Alternate Route to Certification Concentration for individuals with no prior teaching certification who are employed or have verification of intent to employ by a school district as a teacher of students with LBD AND Standard Concentration

for individuals with no prior teaching certification who are NOT currently employed as a teacher of students with LBD.

Introduction to Professional Education: SPED 515 - Education of Exceptional Children (3 hours) - Introductory course for initial certification in Special Education. Induction issues in special education are examined. Educational Technology: LME 535 – Survey of Educational Technology Practices (3 hours). Focus on instructional design and communication models appropriate to effective utilization of multimedia for instruction and training. Application of various multimedia to design, produce, and evaluate instructional/training projects. Diversity and Classroom Management: SPED 518 – Seminar: Contemporary Challenges in Special Education (3 hours) - Issues in special education. Classroom experiences to develop awareness and sensitivity to educational needs. Assessment: SPED 530 - Advanced Assessment Techniques (3 hours) - Experiences will be provided for students to enhance their knowledge of issues, techniques, and interpretations of various assessment procedures and instruments. Literacy Component: LTCY 519 - Foundations in Reading (3 hours) - Analysis of the reading process with emphasis on the psychological and physiological foundations of the reading act. Research Skills: SPED 534 - Research in Exceptional Child Education (3 hours) - This course enables students to become more skillful in reading, interpreting, and conducting research with children with disabilities, parents, and teachers - an independent research project is required. Content Methods Course: SPED 533 – Seminar: Curriculum for Learning and Behavior Disorders. Development, adaptation, and evaluation of curricula, methods, materials, and resources. Implementing and evaluating instructional programs for students with mild disabilities is stressed. Program Specific Electives: SPED 531 - Advanced Prescriptive Teaching (3 hours) - Adapting the learning environment to the learner. The identification and modification of various aspects of specialized learning environments are examined. SPED 630 - Special Education Law (3 hours) - Comprehensive study of existing school law codes for special education; budgeting and financial accounting for local, state and federal monies; and grant writing and reporting. Internship/Student Teaching: SPED 590 Advanced Internship in Exceptional Education (6 hours) Clinically supervised instructional practice in an approved setting for development of advanced skills and experience. Pass/Fail Grading.


SPED 518 - Issues in Behavior Management (3 hours) - Issues in special education. Classroom experiences to develop awareness and sensitivity to educational needs. 36 hours total

Program Completion Requirements Special Education Initial Certification: Learning and Behavior Disorders (P-12) MAT

Students must successfully complete the internship course, SPED 590 (6 hours): Advanced Internship in Exceptional Education with a course grade of C or higher and complete a proficient or exemplary teacher work sample as their capstone experience.

Students must achieve a minimum 3.0 cumulative GPA overall and in program course work to be eligible for graduation and awarding of degree.

EPSB Disclaimer: Teacher Certification requirements are subject to change. Before registering for required

tests, please refer to the Education Professional Standards Board (EPSB) website at www.epsb.ky.gov for current requirements or contact the Division of Professional Learning and Assessment at 502-564-4606 or toll

free 888-598-7667.

Candidates Name (Printed) Advisor’s Signature (Printed_

Candidate’s Signature/Date Advisor’s Signature/Date______________


To be recommended for initial certification, an applicant must document: Completion of an approved teacher preparation program in each desired certification area; Passing score(s) on the appropriate PRAXIS II exam(s) (e.g., Content, PLT) or other assessments required for

each desired certification area; Achievement of at least a 2.75 GPA overall, in each major and minor, and in professional education courses; Attainment of at least a “C” in all professional education courses, including EDU 589 and student teaching, if

applicable; and Completion of a portfolio based on the Kentucky Teacher Standards

Remediation Opportunities: TP 1: Candidates who do not qualify for admission based upon GRE scores may meet one or more of the Admission Exceptions Requirements to have GRE requirement waived. TP 2: Candidates may request additional instruction from faculty and may resubmit Critical Performances in order to improve their scores. TP 3: Candidates may request additional instruction/consultation from faculty and may retake Comprehensive Examination up to two additional times. If Comprehensive Exams are unacceptable after the second try, candidates must meet with faculty and develop a remediation plan including, but not limited to, course audits and selected readings.

To be recommended for initial certification, an applicant must document:

Completion of an approved teacher preparation program in each desired certification area; Passing score(s) on the appropriate PRAXIS II exam(s) (e.g., Content, PLT) or other assessments

required for each desired certification area; Achievement of at least a 2.5 GPA overall, in each major and minor, and in professional education

courses; Attainment of at least a “C” in all professional education courses. Completion of a portfolio based on the Kentucky Teacher Standards.


F. Syllabi

The following syllabi associated with our program are available are at http://edtech.wku.edu/peu/course-syllabi-epsb.htm:


APPENDIX A


Conceptual Framework Core Beliefs


Conceptual Framework (03032008 version)

Mission The professional education unit of Western Kentucky University recruits, prepares, and supports

school practitioners and education leaders who can facilitate the learning of all children and empower them to achieve at high levels as they become life-long learners and productive citizens in a global society.

Vision The professional education unit aspires to become a nationally recognized community of scholars who

apply the best that theory, research, and experience can contribute to teaching and learning and create new knowledge that makes teaching, learning, and the operation of school more efficient and effective.

Beliefs About Children & Schools BELIEF 1 All children can learn at high levels.

BELIEF 2 All children have a right to a quality education that empowers them to meet high expectations for learning as defined by a democratic society.

Beliefs About Education Professionals BELIEF 3 Diversity in our schools adds richness to the learning environment and provides enhanced opportunities and possibilities for teaching and learning.

BELIEF 4 Highly effective education professionals require high levels of ability, rigorous training, and on-going development of teaching/leadership skills that include reflective decision-making. BELIEF 5 Highly effective education professionals know, apply, and reflect on the effectiveness of a variety of theories, models and strategies in order to produce maximum learning for all students in all types of school contexts and cultures. BELIEF 6 Highly effective education professionals interact with the home and/or community of their students to facilitate teaching and learning. BELIEF 7 Highly effective education professionals have a strong content knowledge, sound pedagogical knowledge and skills, and essential dispositions for facilitating learning and functioning as team members in schools. WKU has adopted the following knowledge and skills as key to the success of education

professionals:


Kentucky’s Teacher Standards Standard 1 – Content Knowledge: Demonstrates a current and sufficient knowledge of certified content areas to develop student knowledge and performance in those areas

Standard 2 – Designs/Plans: Designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

Standard 3 – Learning Climate: Creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

Standard 4 – Implements/Manages: Introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

Standard 5 – Assessment: Assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

Standard 6 – Technology: Uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research

Standard 7 – Reflection: Reflects on and evaluates specific teaching/learning situations and/or programs

Standard 8 – Collaboration: Collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

Standard 9 – Professional Development: Evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a professional development plan

Standard 10 – Leadership: Provides professional leadership within the school, community, and education profession to improve student learning and well-being


WKU has adopted the following dispositions as key to the success of education professionals:

Candidate Values…

As Demonstrated by…

Learning

Attendance - Consistently attends class and is on time

Class participation - Actively engaged and interested in the class activities

Class preparation - Consistently comes to class well prepared

Communication - Uses language to express ideas very effectively regardless of the age of the listener

Personal Integrity Emotional control - Displays steady emotional temperament, is receptive to viewpoints of others and their suggestions

Ethical behavior - Shows self to be a person of strong character

Diversity Willingly works with others from different ability, race, gender, or ethnic groups

Collaboration Actively seeks out and incorporates ideas of others and willingly works with others to improve the overall environment

Professionalism

Respect for school rules, policies, and norms - Knows school rules and policies, follows them consistently, understands the purpose of regulations and respects their intent

Commitment to self-reflection and growth - Actively seeks suggestions and constructive criticism, regularly engages in learning through self-reflection

Professional development and involvement - Makes use of information from professional organizations, professional publications, and educational resources

Professional responsibility - Accepts responsibility for own actions and for helping all students learning and actively seeks self-improvement

BELIEF 8 Highly effective education professionals utilize technology for teaching and learning, assessment management, and research to the greatest extent possible.

Beliefs About Assessment and Accountability BELIEF 9 Highly effective education professionals hold themselves accountable for their own performance by collecting, analyzing, and reporting learning results and using this information to improve performance and programs. BELIEF 10 Highly effective education units develop and maintain assessment systems that follow the continuous progress of candidates toward the achievement of high standards-based performance expectations that are clearly defined and publicly communicated.


Alignment Matrix: NCATE, Kentucky Teacher Standards, PEU Conceptual Framework, WKU Strategic Plans

NCATE Relationship

Standard Source

WKU PEU Conceptual Framework WKU Strategic Planning Documents

Conceptual Framework Standards/Values

Conceptual Framework

Beliefs

Academic Affairs Strategic Plan (Objectives)

WKU Strategic Plan

(Goals)

NCATE Content/Pedagogical Content Knowledge

Con

cept

ual F

ram

ewor

k A

lign

ed w

ith

K

entu

cky

Tea

cher

Sta

ndar

ds

KTS1 Content Knowledge 3,5,7 1a,1e,2e 2

NCATE Pedagogical Knowledge & Skills

KTS 2 Designs/Plans 1-3,5,7 1e 1

KTS 3 Learning Climate 1-3,7 1e 1

KTS 4 Implements/Manages 2,3,5,7 1e 1

KTS 5 Assessment/Evaluation 1,2,4,6,7,9 1e 1

KTS 6 Technology 5,7-9 1g,3b 1,3

KTS 7 Reflection 5,7-9 1a,1e 1

KTS 8 Collaboration 1-3,6 4b 4

KTS 9 Professional Development 4,5,7,9 3b 3

KTS 10 Leadership 1,2,4,5,7,9 1b,d 1

NCATE Dispositions KTS 2-4 Dispositions 1-3,5-7,9 1a-c 1

NCATE Standard 3

Con

cept

ual

Fram

ewor

k Field Experiences & Clinical Practice 3,5,6 1e 1

NCATE Standard 4 KTS 2-4 Diversity 1-3,6 1b,1c,2g,2h,3d 1-3

NCATE P-12 Learning Impacts P-12 Student Learning 5,8,9 1b 1


APPENDIX B


Program Assessment Plan – Advanced Preparation

Name of Preparation Program: Special Education MAT in Learning and Behavior Disorders - LBD and Moderate and Severe Disabilities - MSD)

Date Completed: December 16, 2008

Date Submitted: December 16, 2008

Submitted By: Janet L. Applin, Ph.D.

Plan Version: 03032008


WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION

Component 1: Admission Data

Component 2: Course Based Assessment Data

Component 3: Clinical Experiences Data

Component 4: Culminating Assessment

Data

Component 5: Exit and Follow Up Data

Conceptual Framework Standards/Values

REQS Critical Performances Early Clinical Experiences

Final Clinical Experience/Evaluation

Capstone Assessment Exit

Survey Alumni Survey

Employer Survey

Content Knowledge

Vario

us D

ata

Req

uire

d by

Gra

duat

e St

udie

s an

d/or

Pro

gram

Alig

ned

to K

entu

cky

Teac

her a

nd

Lear

ned

Soci

ety

Stan

dard

s

X X X X X

Designs/Plans X X X X X

Learning Climate X X X X X

Implements/Manages X X X X X

Assessment/Evaluation X X X X X

Technology X X X X X

Reflection X X X X X

Collaboration X X X X X

Professional Development X X X X X

Leadership X X X X X

Dispositions X X

Field Experiences & Clinical Practice

X X

Diversity X X X

Impacts P-12 Student Learning X

DATA MAINTAINED BY: OTS Faculty Program Program Program Program Program Program

DATA HOUSED IN: CEBS ACCSYS CEBS ACCSYS

DATA REPORTING CYCLE: Semester Yearly Yearly Yearly Yearly Yearly Yearly Biannually

DATA REVIEWED BY: Program Faculty/Programs/PEC Program Program Program/Dean Program Program Program

Transition Points: 1: Program Admission

2: Admission to Culminating Assessment (May be part of TP 2 or 3) 3: Program Exit

*Each advanced program must identify forms or associated questions/rubric items for each X.


How Data Fit and Are Used Within the Electronic Accountability System

DEMOGRAPHICS WKU Professional Education Unit Electronic Accountability System Components REPORTS

COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4 COMPONENT 5

Admission Data Electronic

Portfolio System

Early Clinical Experiences

Final Clinical Experience

Culminating Assessment

Data

Certification & Praxis

Follow Up Surveys

INITIAL PREPARATION

Data entered by Office of Teacher

Services after Student

Orientation

Course Based Critical

Performances uploaded by

candidates and scored by

faculty

Data entered by Curriculum &

Instruction staff after candidates

submit Fieldwork

Summary Form

Data entered by Office of Teacher Services

Teacher Work Sample Scores

entered electronically by

faculty & Ed Technology


Services

Electronic survey data merged into

Accountability System

ADVANCED PREPARATION


Services after Graduate Admission




faculty

Data currently

housed by each program

Data currently

housed by each program




faculty


Services

Data currently housed by each

program

TRANSITION POINTS

1: Program Admission

2: Admission to Culminating Assessment and/or

Final Clinical Experience (Overlap in some

AP Programs) 3: Program Exit

*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.


Critical Performance Assessment Alignment Matrix (Current: June 2007)

Advanced Preparation Professional Education Program (Special Education MAT LBD)

Core SPED MAT

Courses*

KY Teacher Standards I II III IV V VI VII VIII IX X

Content Knowledge

Designs/Plans Learning Climate

Manages Instruction

Assessment Technology Reflection Collaboration Professional Development

Leadership

EDFN 500 or SPED 534 Research Methods Course

Individual Research Project

Individual Research Project

Individual

Research Project Individual

Research Project

PSY 519 or PSY 540 or SPED 518 Classroom Behavior Problems Course

Functional Behavior

Assessment and Behavior

Intervention Plan

Functional Behavior


Intervention Plan

Functional Behavior


Intervention Plan

Functional Behavior


Intervention Plan

SPED 630 Special

Education Law & Finance

Case Study Portfolio





SPED 590 or SPED 599

Internship or Action

Research in the Field Course

Teacher Work Sample or

Action Research Project





Teacher Work Sample

or Action Research Project









Teacher Work

Sample or Action Research Project


OTHER COURSES WITHIN THE LBD/MSD CONCENTRATIONS AND THEIR CRITICAL PERFORMANCE ALIGNMENT MATRIX

I II III IV V VI VII VIII IX X

SPED 419G² Assistive

Technology Assessment

Assistive Technology Assessment

SPED 515¹ Evidence Based Practice Project

Evidence Based Practice Project


Evidence Based

Practice Project



SPED 516 LBD Disability PPT

Disability PPT Disability PPT Disability PPT

SPED 517 Transition

Project

Transition Project

SPED 530 Assessment Case Study

Assessment Case Study

SPED 531 Video Lesson

Plan Video Lesson

Plan Video Lesson

Plan

Video Lesson Plan

SPED 532 School Data

Parent Resource Project

School Data

Parent Resource Project

School Data Parent Resource

Project


Project


Project

SPED 533 P-12 LBD Curriculum Map

P-12 LBD

Curriculum Map

P-12 LBD Curriculum Map

P-12 LBD Curriculum Map

SPED 535² MSD Disability PPT

MSD Disability

PPT MSD Disability

PPT MSD Disability

PPT

SPED 610³ ASD Parent Resource Binder

ASD Parent

Resource Binder ASD Parent

Resource Binder ASD Parent

Resource Binder

SPED 612³

SPED 615³

SPED 618³

SPED 619³

*Note: All students in every LBD and MSD concentration complete the Core SPED MAT Courses. ¹ Note: SPED 515 is a newly approved course and will be taught for the first time in fall 2009. ² Note: MSD Course ³ Note: Autism Certificate Course


Delineation of Unit/Program Transition Points – Initial Certification MAT Transition Point 1: Admission to Education Preparation Programs

Data Reviewed Minimal Criteria for Admission/Continuation Review Cycle Reviewed By Unit Level Data:

Each Month

School of Teacher Education MAT

Advisor and Special Education Faculty

Admission Application to Graduate Studies Completion of application



Letter of application including professional goals Completion and submission of letter including professional goals

Cumulative grade point average of 2.75 or above (counting all course work, undergraduate and graduate) OR a GPA of 3.0 in the last 30 hours of coursework (counting all course work, undergraduate and graduate).

2.75+ average or above (counting all coursework, undergraduate or graduate) OR a GPA of 3.0 in the last 30 hours of coursework (counting all course work, undergraduate and graduate)

Test Scores – State minimum passing scores for PPST for admission to the professional education unit

State minimum required for GRE or PPST qualifying scores for admission to the professional education unit.

Documentation for partial admission to teacher education prior to acceptance to graduate studies: 3 references, physical (including TB test), successful KY criminal background check, and a signed code of ethics

State requirements for clearance for teacher certification

Transition Point 2: Admission to Final Experience (e.g., Internship, Student Teaching, Clinical Practice, Culminating Assessment) Data Reviewed Minimal Criteria for Continuation Review Cycle Reviewed By

Unit Level Data:

Each Semester

Special Education Faculty Advisors and SPED 595

Instructors

Admission to Education Preparation Admission approved by Professional Education Council

GPAs 200 Hours of Documented Field Experience as per 16

KAR 5:040

3.0 overall as per Graduate Studies Policy for all graduate programs

200 Hours documented based on requirements of 16 KAR 5:040

Semester Hours Completed 30 hours

Dispositions Scores All dispositions average “At Standard” (3+)

Critical Performance Scores 3.0+ overall 2.5+ per Kentucky Teacher Standard measured

Transition Point 3: Program Exit Data Reviewed Minimal Criteria for Exit Review Cycle Reviewed By

Unit Level Data: Each Semester

Office of Teacher Services Advanced Internship Grade C or higher - based on Teacher Work Sample holistic

score of 2+

Admission Exception requests, students who have fallen below a 3.0 GPA, and to review applications for comprehensive examinations each semester. Graduate Faculty advisors contact students when needed to remediate and advise on GPA matters. Remediation Opportunities: TP 1: Candidates may request additional instruction from faculty and may resubmit Critical Performances in order to improve their scores. TP 3: Candidates may request additional instruction/consultation from faculty and may remediate Teacher Work Sample. If Teacher Work Sample is unacceptable after the second try, candidates must meet with faculty and develop a remediation plan including, but not limited to, course audits and selected readings. To be recommended for initial certification, an applicant must document:

Completion of an approved teacher preparation program in each desired certification area;


Passing score(s) on the appropriate PRAXIS II exam(s) (e.g., Content, PLT) or other assessments required for each desired certification area;

Achievement of at least a 3.0 GPA overall, in each major and minor, and in professional education courses; Attainment of at least a “C” in all professional education courses.


Other Key Data Collection Matrix

Preparation Program: Special Education MAT in LBD or MSD ( Graduate Level)

CF Values Unit-Wide Assessment Program Level Data Collection Points (Courses)

1 2 3 4 5

Dispositions Dispositions Form SPED 515 and SPED

516

Field Experiences & Clinical Practice Early Clinical Experience Summary Information *See note

below SPED 610¹

Field Experiences & Clinical Practice Final Clinical Experience Summary Information SPED 590 and SPED

599

KTS/Impacts P-12 Student Learning Capstone Assessment SPED 590 and SPED

599

KTS/Dispositions Final Clinical Experience Evaluation SPED 590

KTS Exit Survey SPED 590 and SPED

599

Diversity* Early/Final Clinical Experience Summary Information * See note

below

*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students. *Due to the nature of the Special Education graduate program's service delivery through distance learning, and the fact that students are often full time classroom teachers, field experiences are conducted within the full time teachers' classrooms if they are working under a temporary provisional certificate. For those students who have not secured a teaching position, an alternate field experience is possible through the completion of SPED 590 as an internship placement and the equivalent of the KY required student teaching experience requirements must be met in WKU’s service area. In the event that students are placed in a Final Clinical Experience, efforts are made to place students in settings with diverse populations above 11%. ¹ This course is part of the Autism Certificate sequence and requires 30 hours of field experience in the Kelly Autism Program or another approved setting.


Annual Program Report Outline (Due September 15) Academic Year ______________

1. Present your continuous assessment results in the following areas:

a. Admission Data b. Course Based Assessment Data

c. Clinical Experiences Data – Be sure to include dispositions assessment

results, P-12 student diversity statistics, and results of efforts to ensure all candidates work with diverse students.

d. Culminating Assessment Data – Be sure to include impact on P-12 student

learning data.

e. Exit and Follow Up Data

2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards (Advanced Programs) AND other key Conceptual Framework values. Be sure to describe what the results tell you about your candidates’ progress toward/proficiency on each standard/CF value.

3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings, department/program level meetings, written reports, presentations, etc.).

4. Summarize key discussions and/or decisions made based on assessment results:

a. Describe any assessment or data collection changes you have made/will make based on your assessment results.

b. Describe any program curriculum or experience changes you have

made/will make based on your assessment results.

c. Describe any decisions about group/individual student progress you have made/will make based on your assessment results.

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