Program Report for the Preparation of Special Education ...ehhp.cofc.edu/ncate_2012/documents/SPA...

Program Report for the Preparation of Special Education TeachersCouncil for Exceptional Children (CEC)

Option A

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameCollege of Charleston

2. StateSC

3. Date submitted

MM DD YYYY

09 / 15 / 2011

4. Report Preparer's Information:

Name of Preparer:

Bonnie Springer

Phone: Ext.

( ) -843 953 8048

E-mail:

[email protected]

5. NCATE Coordinator's Information:

Name:

Sara David

Phone: Ext.

( ) -843 953 5613

E-mail:

[email protected]

6. Name of institution's programMaster of Arts in Teaching in Special Education

7. NCATE CategorySpecial Education-Emotional & Behavioral Disorders

8. Grade levels(1) for which candidates are being prepared

(1) e.g. K-6, K-12

K-12

9. Program Type

nmlkj Advanced Teaching

nmlkji First Teaching License

nmlkj Other School Personnel

nmlkj Unspecified

10. Degree or award level

Special Education Program of Study – College of Charleston

(MAT Emotional Disabilities-Initial Training at Graduate Level)

Revised program beginning with fall 2009

FALL SEMESTER (12 semester hours)EDFS 635 Educational ResearchEDFS 710 Introduction to Exceptional Children and Youth+EDFS 714 Introduction to Curriculum & Instruction in Special Education*, + EDFS 730 Characteristics of Students with Emotional Disabilities

+25 field clock hours connected to these courses

SPRING SEMESTER (12 semester hours)EDFS 720 Educational Assessment of Students with Disabilities+EDFS 724 Reading and Language Arts Instruction Students with Disabilities+EDFS 731 Educational Procedures for Students with Emotional Disabilities EDFS 687 Technology for Teachers or 717 Technology for Special Educators (depending on tech skill levels)

+50 field clock hours connected to these courses

SUMMER SEMESTER (3 semester hours) EDFS 725 Classroom and Behavior Management

FALL SEMESTER (10 semester hours)

EDFS 797 Clinical Practice* (internship) (9 hrs)EDFS 500 Nonviolent Crisis Intervention (1 hr)

*lead courses for portfolios

**lead courses for PRAXIS review

+Field work: Office of Student Services and Certification (EHHP) makes field placements (one in fall, one in spring for each candidate prior to clinical practice) in coordination with the MAT program director and special education program faculty. Each faculty member teaching an MAT course in a given semester assists with field supervision.

POS MAT Continued

From last SPA report through MAT cadre entering fall 2008.

FALL SEMESTER (YEAR ONE)EDFS 635 Educational ResearchEDFS 710 Introduction to Exceptional Children and YouthEDFS 714 Introduction to Curriculum and Instruction in Special Education

SPRING SEMESTER (YEAR ONE)EDFS 720 Educational Assessment of Students with DisabilitiesEDFS 724 Reading and Language Arts Instruction for Students with DisabilitiesEDFS 730 Characteristics of ED

SUMMER SEMESTER (YEAR ONE)EDFS 687 or 717 Technology for Teachers (depending on tech skill levels)EDFS 774 Language Disorders and Interventions

FALL SEMESTER (YEAR TWO) EDFS 725 Classroom and Behavior ManagementEDFS 731 Educational Procedures for Students with Emotional DisabilitiesEDFS 758 MAT Field Experience

SPRING SEMESTER (YEAR TWO) 

EDFS 797 Clinical Practice (internship) (9 hrs)EDFS 500 Nonviolent Crisis Intervention (1 hr)

43 hours

*Field 10 hrs in 710, 15 hrs in 720, 75 hrs in 738/748/758

Attachment 1_Special Education Program of Study_MAT_ED.docx

Attachment 2: Assessment System Alignment MAT/ED Program

Candidate Decision Points

Decision Point 1

Decision Point 2

Decision Point 3

Follow-up

Admission

Continuance and Admission to Clinical Practice

Program Completion

Unit (SOEHHP)

· Most general education coursework

· Minimum 2.5 GPA

· “C” or higher in EDFS 201

· Praxis I passing scores (or SAT)

· GPA requirements of 2.5 overall and 3.0 in major coursework

· 109 credit hours

· Successful completion of all ADEPT requirements

· Praxis II and PLT required for recommendation for licensure

· 122 credit hours

Data collection, survey of teachers and employers

Special Education Program

All of the above plus:

Meeting with advisor


· Disposition ratings of “target” by cooperating teachers

· Scores of “2” or higher for IEP Project, Unit Plan, Classroom Management System, and Portfolio

· 100 hours of field work


· Portfolio review of “2” or higher

Use data from the unit survey

Assessment Systems for Aggregate Data

Key Assessments

Unit (SOEHHP)

Special Education Program

1. Licensure tests required by the state

Praxis II specialty exams

Praxis II scores for test numbers 0353, 0371

2. Content knowledge

Praxis II PLT

Grades from 345, 351, 412, 426

3. Assessment of ability to plan instruction

Long range plan (part of ADEPT)

Differentiated Unit Plan

4. Assessment of student teaching

ADEPT documentation during clinical practice

ADEPT documentation

(with additional items)

5. Assessment of candidate effect on student learning

Candidate Work Sample during clinical practice

Candidate Work Sample during clinical practice

6. Additional

Technology Integration Project

IEP Case Study

7. Additional (optional)

Disposition Forms

Classroom Management System

8. Additional (optional)

Program Completer Survey

Portfolio

Attachment 2 page 2: Alignment of the Unit and Program Frameworks and CEC Standards

Unit’s Teaching and Learning Standards

Unit’s Elements of Teacher Competency

Program Dimensions

CEC Professional Standards for Entry Level

Special Educators

1. Evidence theoretical and practical understanding of the ways learners develop

1: Understanding and valuing the learner

1. Focus on Student as Individual

2. Development and Characteristics of Learners

3. Individual Learning Differences

6. Language and Communication

2. Demonstrate understanding and application of the critical attributes and pedagogy of the major content area

3. Evidence a variety of strategies that optimize student learning

6. Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning

2: Knowing what and how to teach and assess and how to create an environment in which learning occurs

2. Evidence-based Pedagogy

4. Instructional strategies

5. Learning Environments and Social Interactions

7. Instructional planning

8. Assessment

4. Participate in informed personal and shared decision making that has as its focus the enhancement of schooling and the profession

5. Communicate effectively with students, parents, colleagues, and the community

7. Show an understanding of the culture and organization of schools and school systems and their connection to the larger society.

3: Understanding ourselves as professionals

3. Development of the Professional

1. Foundations

9. Professional and Ethical Practice

10. Collaboration

Attachment 2_Assessment system_MAT_ED.docx

Attachment 3 demographics and teacher sheet.pdf

Assessment 1: Content Knowledge: MAT Program ED Concentration

Data from licensure tests of professional examinations of content knowledge.

1. Description of Assessment: State Licensure Requirement:

South Carolina requires teacher candidates to take the PRAXIS II exams in their area of specialization before teacher education programs recommend these candidates for licensure. Praxis II are high stakes exams on content and professional knowledge of beginning teachers. ETS brief description of the Praxis II tests required in South Carolina are provided in the attachments. For special education candidates in the ED concentration the required exams include:

0353 Education of Exceptional Students: Core Content Knowledge (passing score of 150)

0371 Special Education: Teaching Students with Behavior Disorders/Emotional Disturbance (passing score of 153)

One of three Principles of Learning and Teaching (0522, 0523 or 0524) (passing score of 165)

In order to be highly qualified, candidates must also take and pass one of the ETS Elementary Methods tests.

2. CEC Standards Addressed by this Assessment:

The Council for Exceptional Children (CEC) worked closely with ETS to align the Praxis II assessments with the CEC Standards for the Preparation of Special Educators. CEC’s Professional Standards and Practice Standing Committee (PSPSC) recommended and approved Praxis II Assessment 0353 Education of Exceptional Students: Core Content Knowledge as meeting the CEC Common Core Standards. In addition the specialty exam for Behavior Disorders/Emotional Disturbance aligns with the specialty knowledge for emotional disabilities Standards 1 through 10. The questions on each of the Principles of Learning and Teaching exams address Standards 2,8,9, and 10 (see attachments for a table describing test section question content and the alignment with the CEC standards).

3. A Brief Analysis of the Data Findings

Data presented in attached data table indicate that 100% of candidates for the three year period covered in this report met or exceeded the passing score of 150 on the Praxis II exam of Core Content Knowledge. Scores ranged from 150-184. 100% of candidates met or exceeded the passing score of 153 on the ED Specialty exam (0371). Scores ranged from 153-174. 100% of candidates met or exceeded the passing score of 165 on the Principles of Learning and Teaching exam. Scores ranged from 173-182.

Subcategory scores are discussed in terms of percentage of items correct as candidates took different forms of the test which included different number of items in each category. Analysis of subcategory scores indicate that for the Core Content Knowledge test candidates’ subcategory 1: Understanding Exceptionalities, candidate scores averaged 78% across the three years with a range of 71-88% of questions correct in this section. For subcategory 2: Legal and Societal Issues scores averaged 77% across the three years with a range of 42-92% percent of questions correct in this section. For subcategory 3: Delivery of Services, scores averaged 76% across the three years with a range of 71-81% of questions correct in this section.

Analysis of subcategory scores of the ED specialty exam indicate that candidates subcategory 1: Factors Influencing Instruction scores averaged 73% across the three years with a range of 67-89% of questions correct in this section. For subcategory 2: Delivery of Services candidate scores averages 73% across the three years with a range of 72-77% of questions correct in this section.

4. Rationale for How the Data provides Evidence that the Majority of Candidates Meet the Standards

Test scores indicate that candidates in the MAT program seeking licensure in the area of emotional disabilities leave the program with content knowledge in three areas: Core Special Education, emotional disabilities characteristics and instructional pedagogy. The scores also indicate that the majority of our candidates scored above the required passing scores. The Praxis II Special Education exams (0353 and 0371 continue to be good indicators of the strength of CEC content knowledge Standards 1-10 and Specialty knowledge in the area of ED by our MAT candidates.

Test scores in the subcategories provide data related to candidate strengths in relation to content knowledge of special education and emotional disabilities. The subcategories related to understanding exceptionalities, and conceptual models are areas of relative strength. Subcategories which provided more challenge to candidates related to delivery of services and pedagogy. Given that these tests are usually taken before the full semester of clinical practice, it makes sense that strength would be in areas more related to content rather than pedagogy. Pedagogical decision making is refined in the capstone assignments for clinical practice.

Key Assessment 1: Attachment A

Alignment of the CEC/BD Standards and the Content Categories of the Core Content Knowledge and BD Specialty Exams

Content Categories: Special Education Core Knowledge Exam

# of Questions & % of Exam

CEC Standards Addressed

Understanding Exceptionalities

-Human development and as related to students with disabilities

-Characteristics of students with disabilities

-Basic concepts in special education

15-18

25-30%

Standard 1: Foundations

Standard 2: Characteristics

Standard 3: Learning Differences

Legal and Societal Issues

-Federal laws and legal issues related to special education

-School, family, and community connections

- Historical movements and trends

9-12

15-20%


Standard 9: Professional and ethical Practice

Standard 10: Collaboration

Delivery of Services to Students with Disabilities

- Conceptual approaches to service delivery

- Curriculum and Instruction across the educational continuum

-Assessment

-Structuring and Managing the learning environment

-Professional Roles

30-36

50-60%

Standard 4: Strategies

Standard 5: Environments

Standard 6: Language

Standard 7: Planning

Standard 8: Assessment

Content Categories: Education of Exceptional Students: Emotional Disabilities Exam

# of Questions & % of Exam


Factors Other than direct Instruction that Influence the Education of Students with Behavioral Disorders/Emotional Disturbance

-characteristics of Students with E/BD

-causation and prevention of E/BD

10

20%





Delivery of Services

-conceptual approaches

Professional roles/issues/literature

-Assessment

-Placement and program issues

-Curriculum and instruction

-Management of the learning environment including the use of behavior analysis

40

80%





Standard 9: Professional and Ethical Practice

Standard 10: Collaboration

Content Categories: Principles of Learning and Teaching Exam

% of total Score

multiple choice & short answer


Students as learners

11% & 22%

Standard 2

Instruction and Assessment

11% & 22%

Standard 8

Teacher Professionalism

11% & 11%

Standard 9

Communication Techniques

11%

Standard 10

Key Assessment 1: Attachment

Candidate Data Table

Overall Scores on Required PRAXIS II Tests for MAT Program ED Concentration

Emotional Disabilities

Clinical Practice Completers

2007-2008*

N=1

2008-2009

N=2

2009-2010

N=2

Special Education: Core Content Knowledge: Test 0353

(SC passing score = 150)

100% pass rate

Mean = 150

Range 150

100% pass rate

Mean = 167

Range 156-178

100% pass rate

Mean = 167

Range 177-184

Education of Exceptional Students: Emotional/Behavioral Disabilities: Test 0371


100% pass rate

Mean = 153

Range 153

100% pass rate

Mean = 170

Range 168-171

92% pass rate

Mean = 170

Range 165-174

PLT: K-6: Test 522


100% pass rate

Mean = 173

Range 173

100% pass rate

Mean = 182

Range 182

100% pass rate

Mean 176

Range 166-185

* some of the program completers took the Praxis tests in 2006. At that time there were difficulties with ETS and reporting of scores. ALL program completers passed the Core Content in Special Education exam

Key Assessment 1: Attachment Candidate Data Table

Emotional Disabilities


2007-2008*

N=1 (0 with subtest scores)

2008-2009*

N=2

2009-2010

N=2


Subcategory 1

Standard 1:Foundations

Standard 2:Characteristics


No scores available

Mean Percentage = 71%

Range 71%


Range 82-88%


Subcategory 2


Standard 9: Professional and ethical Practice

Standard 10:Collaboration

No scores available


Range 42-92%

)


Range 89-92%


Subcategory 3

Standard 4: Strategies





No scores available


Range 71-78%

Mean Percentage =76%

Range 74-81%

Education of Exceptional Students: Emotional/Behavioral Disabilities: Test 0371

Subcategory 1





No scores available


Range 67-70%


Range 66-89%

Exceptional Students: Emotional/Behavioral Disabilities: Test 0371

Subcategory 2


Standard 2:Characteristics



No scores available


Range 72-77%


Range 69-72%

Sub Category Scores on Required PRAXIS II Tests for MAT Program completers ED Concentration

* some of the program completers took the Praxis tests in 2006. At that time there were difficulties with ETS and reporting of scores. ALL program completers passed the Core Content in Special Education exam.

Assessment 1_narrative_standards alignment-data_MAT_ED.docx

Key Assessment 2: Special Education MAT: ED concentration

Grade Averages for Core Introduction to Exceptional Children Course (EDFS 710) and ED Specific courses (EDFS 730 and EDFS 731)

Description of the assessment. Grades from three specific courses required for all candidates selecting emotional disabilities as their concentration in the MAT program were used to substantiate candidate acquisition of content knowledge in general special education as well as specific concepts and skills related to teaching students with learning disabilities. The courses reflect student achievement across the three semesters prior to clinical practice. EDFS 710 Introduction to the Education of Exceptional Children and Youth, EDFS 730 Characteristics of Individuals with Emotional Disabilities and EDFS 731 Educational Procedures for Individuals with Emotional Disabilities were selected to emphasize the developmental nature of the knowledge base assessed in Key Assessment 1: State Licensure Exam. None of these courses are linked directly to any other Key Assessment and provide independent evidence of acquisition of theoretical and content knowledge of the discipline. In the third course, EDFS 731 Procedures for Teaching Students with Emotional Disabilities, attention is placed on three essential elements for the education of students with emotional disabilities: social competence instruction, positive behavior intervention and supports (application of reinforcement theory on all levels) and functional behavioral assessment, all essential in demonstrating the competence of our candidates in standards related specifically to the ED disability category. Brief descriptions of the selected courses follow:

EDFS 710 Introduction to the Education of Exceptional Children and Youth. This course is an introduction to programs, problems and procedures related to working with children and youth who are exceptional: mentally, physically or emotionally. Attention is also given to recent research and timely issues dealing with students with exceptionalities and special education programs. This course focuses on content and competencies for CEC Standards 1, 2 and 3 ( see matrix in Part 2).

The grade in this course reflects student performance on tests, completion of ten hours of school observations and a comprehensive final exam. Additionally candidates select and research a topic and prepare an extensive research paper and class presentation.

EDFS 730 Characteristics of Students with Emotional Disabilities . This course is an introductory study of causes, characteristics, and educational practices associated with students with emotional disabilities and behavioral disorders. This course focuses on content and competencies for CEC Standards 1,2, 3 and 4 (see matrix in part 2).

The grade in this course reflects student performance on tests, a research paper, development of a community agency resource file, and a comprehensive final exam which is case based. Additionally candidates explore current literature and write position papers on issues including the exclusionary clause in the ED definition, use of suspension and expulsion, and policy related to the use of seclusion and restraint.

EDFS 731 Educational Procedures for Individuals with Emotional Disabilities. This course is an in-depth study of educational procedures used to teach children and youth with emotional disabilities. Includes teaching procedures, development and use of materials and individual and classroom management techniques. Field hours are required. This course focuses on content and competencies for CEC Standards 1,3,4,5,7, and 8 (see matrix in part 2).

The grade in this course reflects student performance on tests, the completion of a functional behavioral assessment in a field based setting, and integration of academic and social competence instruction including lesson planning and instructional strategies focusing on social and affective skill development. The revision of their initial Philosophy of Education is required (Key Assessment 8) to include emphasis on social competence instruction including lesson planning for social skills instruction, positive behavioral intervention and supports, functional behavioral assessment and self-management methods.

Analysis of Grade Data:

The data indicate that 100% of students across three years, in the Introduction to Exceptional Children class, met the minimum standard of a ”B” or 3.0 in the course. The average for the course across three years is 3.79, which translates to a “B+” on the graduate grading scale. As students proceed through the program, the demands for application of knowledge in the field increase, as well as the multiple demands of numerous field based assignments being completed simultaneously. Again, the 100% of students met the minimum standard of “B” or 3.0 in the more advanced courses. The average for EDFS 730 across 3 years was 3.75 (100% meeting standard). The average for EDFS 731 across 3 years was 3.60 (100% meeting standard). Grade data indicate that the majority of program candidates demonstrate acquisition of knowledge and skills in CEC Standards Common Core and Emotional Disturbance/Behavioral Disorders Specific Standards 1,2,3,4,5,7 and 8 which is further reinforced in clinical practice.

Part 2: Alignment with CEC standards (matrix)

Course Name and Number

CEC Standards Addressed by the Course

Brief Description of how the course meets cited CEC standards

EDFS 710: Introduction to the Education of Exceptional Children and Youth

ICC1:K1, K2, K3, K4,K5,K6,K7,K10,BD1K4

ICC2:K1,K2,K3,K5,K6, BD2K1, BD2K2

ICC3: K1, K2, K3, K5

An introduction to programs, problems and procedures related to working with children and youth who are exceptional. This course focuses on general knowledge of legal and cultural aspects related to special education as well as on the survey of a broad range of exceptionalities.

EDFS 730: Characteristics of Individuals with Emotional Disabilities

ICC1: K1, K2, K3, K4, K5,, K6, K7, K8, K9, K10, BD1K1,, BD1K2, BD1K3, BD1K4

ICC2: K2, K3, K4, K5, K6, K7, BD2K1, BD2K2

ICC3: K1, K2, K3, K4, K5, BD3K1, BD3K2

ICC4:K1, ICC7: K1, ICC8: K1, K2, K3,

This course focuses on historical influences, causes, characteristics, current legal issues and educational practices associated with students with emotional disabilities.

EDFS 731 Educational Procedures for Individuals with Emotional Disabilities

ICC1: K1, K2, K4, K6, K9, K10, Bd1K1, BD1K2, BD1K3, BD1K4

ICC3:K2, K3, K4, BD3K1

ICC4:K1, S1, S2, S3, S4, S5, S6,BD4S1, BD4S2, BD4S3, BD4S4

ICC5:K4, K5, K7, K8, BD5K1. BD5S1, BD5S2, BD5S3, BD5S5, BD5S6, BD5S10, BD5S11, BD5S12, BD5S13,

ICC7: S3, S4, S5, S6, S7, S15, BD7S1, BD7S2

ICC8:K1, K2, S1, S2, S5, BD8S1, BD8S2, BD8S3,

An in-depth study of educational procedures used to teach children and youth with emotional disabilities. Includes teaching procedures, development and use of materials and individual and classroom management techniques. Field hours are required

Part 3: Grade Policy and Minimum Expectation. As outlined in the Assessment system described in Section 1, candidates must maintain a B average in all of their special education coursework to remain in the program. For the purposes of this report, candidates meeting the minimum expectation of earning the grade of “B” or higher in EACH course are counted in the percentage of students meeting minimum expectations. The Graduate grading scale is different from the undergraduate grading scale which was recently changed to include plusses and minuses. The grade policy as stated in the catalog is:

Students receive letter grades for every course in which they enroll. Each letter grade and its equivalent numerical point value are listed below. This grading system is determined by the level of the student-not the course

* A Superior 4.00 B+ Very Good 3.50 B Good 3.00 C+ Fair 2.50 C Acceptable 2.00 F Failure 0.00

Again from the graduate catalog, candidates are expected to maintain a satisfactory graduate grade point average which is defined as, “degree seeking students in The Graduate School of the College of Charleston are required to maintain a 3.0 grade point average (GPA) in their graduate coursework . In addition, some students may have specific GPAs for undergraduate coursework required by their graduate program.”

Key Assessment 2: Candidates Grades for Introduction to Exceptional Children and Emotional Disabilities Specific Courses

MAT in Special Education Program ED Concentration

2007-08

2008-09

2009-10

Course

N

Average course grade and (range)*

% meeting minimum expectations

N



N



EDFS710

2

3.875

(3.5-4.0)

100%

3

4.0

(2.8-4.0)

100%

2

3.50

(3.0-4.0)

100%

EDFS730

2

3.50

(3.0-4.0)

100%

4

3.875

(3.5-4.0)

100%

2

3.875

(3.5-4.0)

100%

EDFS731

2

3.50

(3.0-4.0)

100%

3

3.30

(3.0-3.5)

100%

2

4.0

(4.0-4.0)

100%

* A Superior 4.00 B+ Very Good 3.50 B Good 3.00 C+ Fair 2.50 C Acceptable 2.00 F Failure 0.00

Assessment 2_narrative_standards alignment_datatable_MAT_ED.doc

Assessment 3 Standards Alignment Table – MAT Program ED Concentration

Differentiated Unit of Instruction [includes: IEP Assignment, Lesson Sequence and Implementation Project]

(EDFS 724 – Teaching Reading and Language Arts to Students with Disabilities)

Assessment 3: Differentiated Unit of Instruction

MAT Program ED Concentration

Description of Assessment

Candidates enrolled in the special education Master of Arts in Teaching program are required to take EDFS 724 – Teaching Reading and Language Arts to Students with Disabilities. The capstone assignment for this course is the completion of a differentiated unit of instruction designed to meet the needs of a student with an emotional disability enrolled in a public school setting and eligible for special education services under IDEA. The student who participates in the differentiated unit of instruction is selected collaboratively by the special education teacher and the graduate student teacher candidate.

Prior to developing the differentiated unit, candidates create, administer and analyze an informal reading inventory specifically designed to determine student strengths and needs in the areas of reading and writing. This assessment takes into consideration not only the student’s abilities and needs, but also demographic factors and learning environments. Using these data and recommendations from the student’s special education teacher, candidates write a present level of performance statement, develop an appropriate long term goal and three logically derived short term objectives for instruction. Candidates then select a method of instruction which is grounded in the research and write a narrative overview and rationale for the lesson sequence. Next, candidates develop and implement five sequential lessons specifically designed to meet the student’s needs with respect to the area targeted for instruction. Each lesson is aligned with curriculum standards, entails explicit modeling, guided practice and opportunities for independent practice. Furthermore, lessons contain plans for maintenance, generalization and possible accommodations. Finally, candidates analyze the impact of the unit of instruction and make recommendations for future instruction/teaching.

Description of How the Assessment Addresses the Standards

As designed in the special education graduate curriculum, the Differentiated Unit of Instruction requires the teacher candidate to demonstrate most of the knowledge and skills described in CEC/BD Standards 7 (Instructional Planning) and 8 (Assessment). Alignment of the Differentiated Unit of Instruction requirements with these standards, including specific Common Core Knowledge and Skills, is summarized in the standards alignment table at the end of this document.

Summary of Data

EDFS 724 (Teaching Reading and Language Arts to Students with Disabilities) is offered to candidates in the spring semester annually. The evaluation of the Differentiated Unit of Instruction is completed by the course instructor prior to the conclusion of the spring semester. This assignment has three corresponding rubrics. The rubrics evaluate the Differentiated Unit of Instruction through an examination of 9 components with specific criterion set for each. Please see the Differentiated Unit of Instruction rubrics for an explanation of each component and associated criterion.

Data for the Differentiated Unit of Instruction completed by MAT/ED graduate candidates in 2007-2008, 2008-2009, and 2009-2010 are included in the table concerning Differentiated Unit of Instruction completers EDFS 724 ED. Candidates receive scores and data are collected on nine separate components/criterion of the assignment. Each component has an associated point value which is then converted to reflect overall performance on the entire assignment. The conversion chart reflects four distinct levels of performance: “exemplary” (3 points), “satisfactory” (2 points), “unsatisfactory” (1 point), and “unacceptable” (0 points). As reflected in the table, 50% of candidates obtained “exemplary” and 50% “satisfactory” in 2007-2008, 75% obtained “exemplary” and 25% “satisfactory” in 2008-2009, and 100% obtained “exemplary” in 2009-2010. No candidates obtained ratings of “unsatisfactory or “unacceptable” during the three-year evaluation cycle for key assessment.

Rationale for How the Data Demonstrate that the Majority of Candidates Meet the Standard

As indicated in the data analysis section, all of the candidates either met (satisfactory) or exceeded (exemplary) the established criterion across knowledge and skills related to Standards 7 and 8 throughout the three-year evaluation period. These data are based on the final Differentiated Unit of Instruction projects produced by candidates during the course. The total number of program completers in the graduate MAT program in ED across the three years represented by the data is 8. The data from 2007-2008 reflects two candidates, 2008-2009 four candidates and 2009-2010 two candidates per year. Because of the small sample size from year-to-year, the special education program faculty were able to directly assess candidates’ strengths/weaknesses and plan future instruction accordingly. After analyzing all of the data represented across the three year period, the special education program faculty are secure in the belief that graduate candidates in ED possess the knowledge and skills necessary to develop units of instruction based on pre-assessment data, generate instructional goals and short term objectives, justify selected instruction techniques, write, implement and modify individually designed lesson plans that correspond to curriculum standards as well as meet specific student needs and report instructional gains/data and make recommendations for future instruction.

IEP: Present level of performance

Standard 7: Instructional Planning


Present Levels of Educational & Functional Performance: Knowledge and Skills Assessed

CC7K2 – Scope and sequences of general and special curricula.

CC7K3 – National, state or provincial, and local curricula standards.

CC7S2 – Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.

Interpretation of Informal Assessment Measure (Informal Reading Inventory): Knowledge and Skills Assessed

CC8K1 – Basic terminology used in assessment.

CC8S5 – Interpret information from formal and informal assessments.

IEP: Long Term Goal


Annual Goals/Benchmarks: Knowledge and Skills Assessed



CC7S1 – Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs.

CC7S2 – Development and implement comprehensive, longitudinal individualized programs in collaboration with team members.

CC7S5 – Use task analysis.

CC7S6 – Sequence, implement, and evaluate individualized learning objectives.

IEP: Short Term Objectives


Short Term Objectives/Benchmarks: Knowledge and Skills Assessed







Lesson Sequence: Narrative overview and rationale for targeted area of instruction using method described in lesson sequence



Present Levels of Educational & Functional Performance/Instructional Planning: Knowledge and Skills Assessed

CC7K1 – Theories and research that form the basis of curriculum development and instructional practice.



CC7K4 – Technology for planning and managing the teaching and learning environment.



CC7S8 – Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences.




Lesson Sequence: Lesson Plans – in a sequence for instruction


Instructional Planning: Knowledge and Skills Assessed










CC7S9 – Incorporate and implement instructional and assistive technology into the educational program.

CC7S10 – Prepare lesson plans.

CC7S11 – Prepare and organize materials to implement daily lesson plans.

CC7S13 – Make responsive adjustments to instruction based on continual observations.

CC7S15 – Evaluate and modify instructional practices in response to ongoing assessment data.

BD7S2 – Integrate academic and affective instruction with behavior management for individuals and groups with emotional/behavioral disorders.

Lesson Sequence Implementation – Create posttest for lesson sequence





Develop and Administer an Informal Assessment: Knowledge and Skills Assessed

CC8K2 – Legal provisions and ethical principles regarding assessment of individuals.

CC8S4 – Develop or modify individualized assessment strategies.

CC8S2 – Administer nonbiased formal and informal assessments.


CC8S7 – Report assessment results to all stakeholders using effective communication skills.

CC8S8 – Evaluate instruction and monitor progress of individuals with exceptional learning needs.

CC8S9 – Create and maintain records.

Lesson Sequence Implementation – Analyze posttest data from lesson sequence


Interpretation of Informal Assessment Measure (posttest): Knowledge and Skills Assessed






Lesson Sequence Implementation – Recommend plan for future instruction



Interpretation of Informal Assessment Measure and Recommendation for Future Instruction: Knowledge and Skills Assessed







Assessment 3_narrative_standards alignment_MAT_ED.docx

Key Assessment 3 MAT Program ED Concentration

Differentiated Unit of Instruction [includes: IEP Assignment, Lesson Sequence and Implementation Project]

(EDFS 724 – Teaching Reading and Language Arts to Students with Disabilities)

Assessment 3 Data Table MAT Program ED Concentration

MAT-ED Candidate Differentiated Unit of Instruction Performance Data for 2007-2008, 2008-2009 and 2009-2010*.

Year/N

Unacceptable

Below Standard

Meets Standard

Exceeds Standard

CEC Standard 7 Instructional Planning

2007-2008

N=2

0

0%

0

0%

1

50%

1

50%

2008-2009

N=4

0

0%

0

0%

1

25%

3

75%

2009-2010

N=2

0

0%

0

0%

0

0%

2

100%

*2009-2010 data is also reported in table below using specific rubric dimensions

Component

Unacceptable

Below Standard

Meets Standard

Exceeds Standard

Present level of performance

0

0%

0

0%

1

50%

1

50%

Long term goal

0

0%

0

0%

0

0%

2

75%

Short term goal

0

0%

0

0%

0

0%

2

100%

Narrative overview and rationale for targeted area of instruction

0

0%

1

50%

0

0%

1

50%

Lesson plans in a sequence for instruction

0

0%

0

0%

1

50%

1

50%

Mechanics (Writing, grammar, organization, clarity)

0

0%

0

0%

0

0%

2

100%

Create posttest for lesson sequence

0

0%

0

0%

0

0%

2

100%

Analyze posttest data

0

0%

0

0%

0

0%

2

100%

Recommend plan for future instruction

0

0%

0

0%

0

0%

2

100%

IEP: Present level of performance

8 (Exceeds Standard)

7 (Meets Standard)

1-6 (Below Standard)

0 (Unacceptable)

The present level of performance will be clearly indicated and an accurate representation of Informal Reading Inventory (IRI) results

The present level of performance is indicated and is an accurate representation of IRI results

The present level of performance may not be clearly indicated and/or an accurate representation of IRI results

Several elements are not included or do not accurately represent IRI results.



Present Levels of Educational & Functional Performance: Knowledge and Skills Assessed







IEP: Long Term Goal


7 (Meets Standard)


0 (Unacceptable)

The long term goal will be stated correctly and reflect a need indicated by the IRI

The long term goal is stated with no more than one missing component and reflects a need indicated by the IRI

The long term goal is be stated but is missing more than one component or does not reflect a need indicated by the IRI

Several elements are not included or do not accurately reflect a need indicated by the IRI.


Annual Goals/Benchmarks: Knowledge and Skills Assessed







IEP: Short Term Objectives


7-8 (Meets Standard)


0 (Unacceptable)

The short term objectives are logically derived and flow from the long term goal

2/3 of the short term objectives are logically derived and flow from the long term goal

The short term objectives do not match the goal or do not flow logically from the long term goal

Several elements are not included or do not match the goal or do not flow logically from the long term goal.


Short Term Objectives/Benchmarks: Knowledge and Skills Assessed







Lesson Sequence: Narrative overview and rationale for targeted area of instruction using method described in lesson sequence

14-15 (Exceeds Standard)



0 (Unacceptable)

Narrative overview and rationale provides the reader with a clear picture of the method of instruction selected and the reason for its use. The method of instruction is grounded in the research literature

Narrative overview and rationale provides the reader with a picture of the method of instruction selected and the reason for its use. The method selected is supported by the research literature.

Narrative overview and rationale provides the reader with an unclear picture of the method of instruction selected and/or the reason for its use. The method selected may not be supported by the research literature.

The narrative overview and rationale are inaccurate, incomplete and are not supported by the research literature.



Present Levels of Educational & Functional Performance/Instructional Planning: Knowledge and Skills Assessed











Lesson Sequence: Lesson Plans – in a sequence for instruction

28-30 (Exceeds Standard)



0 (Unacceptable)

Lesson plans are complete and stated in such a way that someone other than the writer could implement them independently; criteria are included for student performance; a plan for maintenance and generalization is provided.

Lesson plans are complete and stated in such a way that someone other than the writer could implement them with minimal assistance; criteria are included for student performance; a plan for maintenance and generalization is provided, but may be weak.

Lesson plans are not complete and are stated in such a way that someone other than the writer could not implement it without assistance; criteria may not be included for student performance; the plan for maintenance and generalization is inappropriate.

Lesson plans are incomplete, inaccurate and unclear.












CC7S9 – Incorporate and implement instructional and assistive technology into the educational program.

CC7S10 – Prepare lesson plans.

CC7S11 – Prepare and organize materials to implement daily lesson plans.



BD7S2 – Integrate academic and affective instruction with behavior management for individuals and groups with emotional/behavioral disorders.

Lesson Sequence – Mechanics (writing, grammar, organization, clarity)


4 (Meets Standard)


0 (Unacceptable)

Overall writing is clear and professional in style, no notable errors of grammar or mechanics

Overall writing conveys concepts in logical and clear manner, but style not at expected level or errors of mechanics

Overall writing lacks organization or lacks clarity, many errors in grammar and mechanics

Lesson Sequence Implementation – Create posttest for lesson sequence


8 (Meets Standard)


0 (Unacceptable)

The posttest directly measures the skill taught through the lesson sequence

The posttest measures the skill taught through the lesson sequence

The posttest does not measure the skill taught through the lesson sequence

The posttest does not match the skill taught through the lesson sequence and/or is not completed





Develop and Administer an Informal Assessment: Knowledge and Skills Assessed

CC8K2 – Legal provisions and ethical principles regarding assessment of individuals.

CC8S4 – Develop or modify individualized assessment strategies.

CC8S2 – Administer nonbiased formal and informal assessments.





Lesson Sequence Implementation – Analyze posttest data from lesson sequence


7 (Meets Standard)


0 (Unacceptable)

The analysis of the posttest data is accurate and complete

The analysis of the posttest data is accurate

The analysis of the posttest data is not accurate

The analysis of the posttest data is not accurate or complete


Interpretation of Informal Assessment Measure (posttest): Knowledge and Skills Assessed






Lesson Sequence Implementation – Recommend plan for future instruction




0 (Unacceptable)

The recommendation for instruction is logically derived from the posttest data and observations during the sequence of instruction

The recommendation for instruction is derived from the posttest data and observations during the sequence of instruction

The recommendation for instruction may not be logically derived from the posttest data and/or observations during the sequence of instruction

The recommendation for future instruction is not logical and does not align with observations



Interpretation of Informal Assessment Measure and Recommendation for Future Instruction: Knowledge and Skills Assessed







Conversion Chart CEC Standards 7 and 8

Possible Points: 100

IEP 25; Lesson Sequence 50; Implementation 25

Exceeds

Standard

Meets Standard

Below Standard

Unacceptable

100-93

74-92

61-73

Below 60

Assessment 3_datatable_rubric_MAT_ED.docx

Key Assessment 4 Standards Alignment Table

Final Assessment of Clinical Internship MAT Program ED Concentration

ADEPT Final Evaluation

Domain 1: Planning

Key Assessment 4

Final Assessment of Clinical Internship MAT Program ED Concentration

ADEPT Final Evaluation

Key Assessment 4-Final Evaluation of Clinical Internship MAT Program ED Concentration

1. A Brief Description of the Assessment and its use in the Program

Teacher Education Programs focus heavily on ensuring that candidates have the knowledge, teaching competence and dispositions to have a positive impact on ALL students’ learning. Therefore, the final Clinical Internship Evaluation includes the assessment of the 8 Competent Level Dispositions and the 10 ADEPT Performance Standards (APS). The Competent Level Dispositions are statements that reflect required characteristics for teacher competency. These dispositions are evaluated at program entry and during field classes by professors in the School of Education, other professors knowledgeable of the student’s abilities, cooperating teachers and a person the student knows outside of the college environment. Interns are rated as “met” or “not met” on 23 skills that measure 8 dispositions. The cooperating teacher and the college supervisor during clinical internship come to consensus in rating these dispositions. Dispositions are a key component of the third Element of Teacher Competency: Understanding self as a professional. This set of dispositions was created in tandem with the conceptual framework and the unit assessment system, balancing what we value in effective teachers with what is measurable (see Final Dispositions chart).

ADEPT (Assisting, Developing, Evaluating Professional Teaching) is South Carolina’s system to assess teacher performance and was first implemented in 1998. The system was revised in 2007 changing the Performance Dimensions to ADEPT Performance Standards (APS). The South Carolina ADEPT system is mandated for use in all teacher education programs and school districts in the state. ADEPT measures teacher performance in 10 standards that address planning, instruction, classroom environment and professionalism. (See full description in attached appendix)

ADEPT evaluators use this formal evaluation process during the student teaching (Clinical Internship) semester. Each candidate is observed and evaluated a minimum of four times by both their college supervisor and their on-site cooperating teacher. Each evaluator completes and provides feedback to the candidate on 8 of the APS (2-9) at each observation. ADEPT performance standards 2-9 are rated as “met”, “not met” or “not observed” at each of these observations. APS 1- Long Range Planning is addressed during the first month of clinical internship by completing a Long Range Plan which is evaluated by the college supervisor as “exceeds”, “meets” or “unsatisfactory” (see rubric). APS 10 (Fulfilling Professional Responsibilities) is included in the midterm and final evaluations of all APS completed by the supervisor and cooperating teacher. At midterm and final evaluations, these two evaluators come to consensus on all 10 APS. If an intern is in need of remediation at the midterm conference, an assistance plan is developed. Interns needing assistance are those who have scored “not met” on more than two ADEPT standards and/or more than two disposition competencies. However, if Standard 10 has one key element scored as “not met”, a NEAT plan is developed. Supervisors and cooperating teachers who evaluate special education clinical interns using ADEPT must have certification and experience teaching student with special needs and must attend a training session on using ADEPT. Clinical Interns participate in a four hour ADEPT seminar prior to beginning their internship semester.

2. Rationale for how the Assessment Aligns with the CEC Standards Cited in Section III

The ADEPT Performance Standards and the Competent Level Dispositions align with the CEC core content standards 1-10. ADEPT is a comprehensive system designed to be clear and explicit in the definition of good teaching. Competent Level Dispositions are a key component of the third Element of Teacher Competency: Understanding Self as a Professional. They both contain clear expectations for teacher knowledge and performance, and provide a common framework for consensus and collaboration. Therefore, they are designed to be broad. Additionally, they align with specialty knowledge and skills in the area of BD in Specialty Skills 1, 2, 3, 4, 5, 7, 8, and 10. This alignment is presented in the standards alignment table. (See standards alignment table)

3. A Brief Analysis of the Data Findings

Data for the Long Range Plan assess candidate performance for knowledge and skills related to CEC Standards 5 and 7 and CC/BD Specialty Skill 7. In year 2008-2009 (n=1), 100% of candidates scored “exceeds” in Sections 1A, 1C, 1D and 1E and “meets” in section 1B-Goals. In 2008-2009 and 2009-2010 (n=2 for both years), 100% of candidates scored “exceeds” in 1A-Student Information and 1D-Assessment and 1E-Classroom Management. In sections 1B and 1C 50% scored “exceeds”.

CEC Standards and CC/BD Specialty Skills for standards 4, 5, 7, 8, 9, and 10 assess ADEPT Performances Standards 2-10. Across all three years, 100% of candidates scored “met” in all key elements.

CEC Standards 1, 2,3,4,5,6,8,9, and 10 and CC/BD Specialty Skills for standards 1, 2, 3, 4, 8, and 10 assess the

Competent Level Dispositions. Data collected for all three years indicate that 100% of candidates scored “met” in all 23 areas.

4. An Interpretation of how the Data Provides Evidence for Meeting the Standard

The high degree of performance of Clinical Interns in the BS/ED program along with the alignment of CEC/BD and ADEPT standards indicates that these candidates have been well prepared in CEC/BD standards 1-10. Clinical Internship is a meaningful practice of applying what students have learned in their coursework to the real world of teaching. The special education program will be looking in the future at the ADEPT and Competent Level Dispositions midterm evaluation to gather further data to best provide feedback for program changes. These data show what our ratings of “met and “not met” provide little to no summative information. Future considerations should be given to rating by points to better show differences in candidate skill level.

Competent Level Dispositions

CEC Standard

E/BD Specialty Skills

· Believes that all students can learn

Makes knowledge accessible to all students

CC9S5- Demonstrate commitment to developing the highest education and quality of life potential of individuals with exceptional learning needs.

Advocates for all students

CC9S12- Engage in professional activities that benefit individuals with exceptional learning needs, their families and ones colleagues

CC9S3-Act ethically in advocating for appropriate services

Creates responsive and supportive classroom environments that nourish and promote each student’s learning and development

CC2K1-Typical and atypical human growth and development

CC9S13- Demonstrate commitment to engage in evidence-based practices

BD2K1-Range of characteristics within and among individuals with emotional and/or behavioral disorders

· Values and respects individual differences

Demonstrates equity in daily interactions

CC3K5- Differing ways of learning of individuals with exceptional learning needs including those from culturally diverse backgrounds and strategies for addressing these differences.

Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals

CC3K2- Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development

BD3K1 Performance issues in the core academic content for individuals with emotional and/or behavioral disorders

BD3K2 Impact of emotional factors on the learning process

Uses multiple forms of instruction and assessment

CC4S3-Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional needs.

CC8S6- Use assessment information in making eligibility, program and placement decisions for individuals with exceptional learning needs, including those from culturally and or linguistically diverse backgrounds.

BD4S1-Use non-aversive techniques to support targeted behavior and maintain attention of individuals with

emotional and/or behavioral disorders

BD4S2-Use evidence-based practices to enhance academic and social competence

BD4S3-Use prevention and intervention strategies for individuals at risk for emotional and/or behavioral disorders

BD4S4-Use strategies to teach alternative behaviors

BD8S1-Conduct functional behavior assessments

BD8S2 -Assess social behaviors of individuals with emotional and/or behavioral disorders

BD8S3- Prepare functional behavior assessment reports on individuals with emotional and/or

· Commits to inquiry, reflection, and self assessment

Adopts problem solving and experimental orientation

CC9S11-Reflect on one’s practice to improve instruction and guide professional growth

Thinks systematically about the relationships between theory and practice

CC1K1- Models theories, philosophies, and research methods that form the basis for special education practice.

BD1K3-Principles of reinforcement theory in serving individuals with emotional and/or behavioral disorders

BD1K4-Principles of least restrictive environment for individuals with emotional and/or behavioral disorders

Teaches from an evolving personal understanding of self, philosophy and practice

CC1S1- Articulate personal philosophy of special education

· Exhibits sensitivity to community and cultural contexts

Uses information about the beliefs, values, traditions of self and others within family, community and cultural contexts as a foundation for teaching

CC3K3-Variations in beliefs, traditions, and values across and within cultures and their effects on relationships

among individuals with exceptional learning needs, family, and schooling

CC3K4- Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction

· Values positive human interactions

Promotes cooperation and respect in and out of the classroom

CC5K4-Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs

Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others


CC6S2 Use communication strategies and resources to facilitate understanding of subject matter for individuals

with exceptional learning needs whose primary language is not the dominant language

Encourages open dialogue in the classroom

CC5S4-Design learning environments that encourage active participation in individual and group activities

Responds non-judgmentally


Demonstrates qualities of warmth, empathy and humor with children/youth and caregivers


· Exhibits intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas

Stays current in the evolving nature of the profession

CC9K3-Continuum of lifelong professional development

Engages in discussions about ideas

CC9K3-Continuum of lifelong professional development

Brings a sense of wonder to work

CC9K2-Importance of the teacher serving as a model for individuals with exceptional learning needs

Plans and engages in research based practice

CC9K4-Methods to remain current regarding research-validated practice

Seeks out differing points of view

CC9K1-Personal cultural biases and differences that affect one’s teaching

· Values collaborative and cooperative work

Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality

CC10S1- Maintain confidential communication about individuals with exceptional learning needs

CC10S2-Collaborate with families and others in assessment of individuals with exceptional learning needs

CC10S3-Foster respectful and beneficial relationships between families and professionals

BD10S1-Share effective behavior management techniques with families

· Demonstrates responsible and ethical practice

Upholds the laws and ethical codes governing the profession

CC1K2-Laws, policies, and ethical principles regarding behavior management planning and implementation

CC9S1-Practice within the CEC Code of Ethics and other standards of the profession

BD1K2-Impacts of the legal, judicial, and educational systems serving individuals with emotional and/or

behavioral disorders

Meets professional responsibilities in a timely and positive manner

CC9K2-Importance of the teacher serving as a model for individuals with exceptional learning needs

CC9S2-Uphold high standards of competence and integrity and exercise sound judgment in the practice of the

Professional

CC9S4-Conduct professional activities in compliance with applicable laws and policies

Assessment 4: Standards Alignment Table MAT Program Ed concentration

Clinical Internship Final Evaluation-Dispositions

Key Elements

APS 1-Long-Range Planning

CEC Standards

Specialty Skills-BD

1A

Obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instruction

CC7K2- Scope and sequences of general and special curricula.

CC7S2- Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members

1B

Establishes appropriate standards-based long-range learning and developmental goals for all students



1C

Identifies and sequences instructional units in a manner that facilitates the accomplishments of the long-range goals



1D

Develops appropriate processes for evaluating and recording students’ progress and achievement

CC7S15- Evaluate and modify instructional practices in response to ongoing assessment data

BD7S2- Integrate academic and affective instruction with behavior management for individuals and groups with emotional/behavioral disorders

1E

Plans appropriate procedures for managing the classroom

CC5S5-Modify the learning environment to manage behaviors

Key Elements

APS 2-Short-Range Planning

CEC Standards

Specialty Skills-BD

2A

Develops unit objectives that facilitate student achievement

CC7K3 National, state or provincial, and local curricula standards.

BD7S1 Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behavior.

2B

Develops instructional plans that include appropriate content, strategies, materials, and resources

CC7K4 Technology for planning and managing the teaching and learning environment.

BD7S2 Integrate academic instruction, affective education and behavior management for individuals and groups with emotional/behavioral disorders.

2C

Routinely uses student performance data to guide short-range planning of instruction

CC7S1 Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs.

BD7S2 Integrate academic instruction, affective education and behavior management for individuals and groups with emotional/behavioral disorders

Key Elements

APS 3-Planning Assessments and Using Data

CEC Standards

Specialty Skills-BD

3A

Develops/selects and administers a variety of appropriate assessments

CC8S2 Administer nonbiased formal and informal assessments

CC8S4 Develop or modify individualized assessment strategies

BD8S2 Assess appropriate and problematic social behaviors of individuals with emotional/behavioral disorders.

3B

Gathers and accurately analyzes student performance data to guide instructional planning

CC8S8 Evaluate instruction and monitor progress of individuals with exceptional learning needs.


BD8S3 Monitor intragroup behavior changes from subject to subject and activity to activity applicable to individuals with emotional/behavior disorders.

3C

Uses assessment data to assign grades that accurately reflect student progress and achievement

CC8S9 Develop or modify individualized assessment strategies.


Domain 2: Instruction

Key Elements

APS 4-Establishing and Maintaining High Expectations for Learners

CEC Standards

Specialty skills- BD

4A

Establishes, communicates, and maintains high expectations for student achievement

CC5S1- Create a safe, equitable, positive, and supportive learning environment in which diversities are valued.

BD5S2- Use skills in problem solving

4B

Establishes, communicates, and maintains high expectations for student participation

CC5S4- Design leaning environments that encourage active participation in individual and group activities.

4C

Helps students assume responsibility for their own participation and learning

CC5S2- Identify realistic expectations for personal and social behavior in various settings

Key Elements

APS 5-Using Instructional Strategies to Facilitate Learning

CEC Standards

Specialty Skills-BD

5A

Uses appropriate instructional strategies

CC4S1-Use strategies to facilitate integration into various settings

BD4K1- Sources of specialized materials for individuals with EBD

5B

Uses a variety of instructional strategies

CC4S2-Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs

5C

Uses instructional strategies effectively

CC4S3- Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs

Key Elements

APS 6-Providing Content for Learners

CEC Standards

Specialty Skills-BD

6A

Demonstrates a thorough command of the discipline that he or she teaches

CC7K1 -Theories and research that form the basis of curriculum development and instructional practice

BD7S2 Integrate academic and affective instruction with behavior management for individuals and groups with

emotional/behavioral disorders

6B

Provides appropriate content

CC7K2- Scope and sequences of general and special curricula

6C

Structures the content to promote meaningful learning

CC7S1 -Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs

Key Elements

APS 7-Monitoring, Assessing and Enhancing Learning

CEC Standards

Specialty Skills-BD

7A

Continually monitors student learning during instruction by using a variety of informal and formal assessment strategies

CC8S8 -Evaluate instruction and monitor progress of individuals with exceptional learning needs

7B

Enhances student learning by using information from informal and formal assessments to guide instruction

CC8S5 -Interpret information from formal and informal assessments

BD8S3 Prepare functional behavior assessment reports on individuals with emotional and/or behavioral disorders

7C

Enhances learning by providing appropriate instructional feedback to all students

CC8S4 - Develop or modify individualized assessment strategies

Domain 3: Classroom Environment

Key Elements

APS 8-Maintaining an Environment That Promotes Learning

CEC Standards

Specialty Skills-BD

8A

Creates and maintains the physical environment of his or her classroom as a safe place that is conducive to learning

CC5S1 Create a safe, equitable, positive, and supportive learning environment in which diversities are valued

8B

Creates and maintains a positive affective climate in his or her classroom

CC5S4 Design learning environments that encourage active participation in individual and group activities

8C

Creates and maintains a culture of learning in his or her classroom

CC5S9 Create an environment that encourages self-advocacy and increased independence

Key Elements

APS 9-Managing the Classroom

CEC Standards

Specialty Skills-BD

9A

Manages student behavior appropriately

CC5S5- Modify the learning environment to manage behaviors

9B

Makes maximal use of instructional time

CC5S12- Design and manage daily routines

9C

Manages essential non-instructional routines in an efficient manner

CC5S12 -Design and manage daily routines

Domain 4: Professionalism

Key Elements

APS 10-Fulfilling Professional Responsibilities

CEC Standards

Specialty Skills-BD

10A

Is an advocate for the students

CC9S3- Act ethically in advocating for appropriate services

CC9S12- Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues

BD10S1- Share effective behavior management techniques with families

10B

Works to achieve organizational goals in order to make entire school a positive and productive learning environment for the students

CC10S3 -Foster respectful and beneficial relationships between families and professionals

10C

Is an effective communicator

CC10S2 -Collaborate with families and others in assessment of individuals with exceptional learning needs

BD10S1- Share effective behavior management techniques with families

10D

Exhibits professional demeanor and behavior

CC9S2- Uphold high standards of competence and integrity and exercise sound judgment in the practice of the Profession

CC9S11- Reflect on one’s practice to improve instruction and guide professional growth

10E

Is an active learner

CC9K3- Continuum of lifelong professional development

Assessment 4_narrative_standards alignment_MAT_ED.docx

Data Table: Final Clinical Practice Evaluation: Competent Level Dispositions-MAT Program ED Concentration

School of Education Dispositions

2007-08

N=1

2008-09

N=2

2009-10

N=2

Believes that all students can learn

Makes knowledge accessible to all students. CC9S5

100%

100%

100%

Advocates for all students CC9S12, CC9S3

100%

100%

100%

Creates responsive and supportive classroom environments that nourish and promote each student’s learning and development. CC2K1, CC9S13, BD2K1

100%

100%

100%

Values and respects individual differences

Demonstrates equity in daily interactions CC3K5

100%

100%

100%

Actively seeks information about the beliefs, values, traditions, social and academic abilities of individuals CC3K2, BD3K1, BD3K2

100%

100%

100%

Uses multiple forms of instruction and assessment CC4S3, CC8S6, BD4S1, BD4S2, BD4S3, BD4S4

100%

100%

100%

Values positive human interactions

Promotes cooperation and respect in and out of the classroom CC5K4

100%

100%

100%

Communicates in ways that demonstrate respect for the feelings, ideas and contributions of others CC5K4, CC6S2

100%

100%

100%

Encourages open dialogue in the classroom CC5S4

100%

100%

100%

Responds non-judgmentally CC5K4

100%

100%

100%

Demonstrates qualities of warmth, empathy, and humor with children/youth and caregivers CC5K4

100%

100%

100%

Exhibits intellectual curiosity, enthusiasm about learning, and willingness to learn new ideas

Stays current in the evolving nature of the profession CC9K3

100%

100%

100%

Engages in discussions about ideas CC9K3

100%

100%

100%

Brings a sense of wonder to work CC9K2

100%

100%

100%

Plans and engages in research based practice CC9K4

100%

100%

100%

Seeks out differing points of view CC9K1

Commits to inquiry, reflection, and self assessment

Adopts problem solving and experimental orientation CC9S11

100%

100%

100%

Thinks systematically about the relationships between theory and practice CC1K1, BD1K3, BD1K4

100%

100%

100%

Teaches from an evolving personal understanding of self, philosophy and practice CC1S1

100%

100%

100%

Exhibits sensitivity to community and cultural contexts

Uses information about the beliefs, values, traditions of self and others within family, community and cultural contexts as a foundation for teaching CC3K3, CC3K4

100%

100%

100%

Values collaborative, and cooperative work

Establishes and fosters respectful productive relationships with professionals, agencies, community members, and caregivers while maintaining confidentiality CC10S1, CC10S2, CC10S3, BD10S1

100%

100%

100%

Demonstrates responsible and ethical practice

Upholds the laws and ethical codes governing the profession CC1K2, CC9S1, BD1K2

100%

100%

100%

Meets professional responsibilities in a timely and positive manner CC9K2, CC9S2, CC9S4

100%

100%

100%

Key Assessment 4: ADEPT PERFORMANCE STANDARDS EVALUATION – FINAL SUMMARY

Special Education MAT Program ED concentration : Percentage of Students Meeting Standard

Performance Standards and Descriptions

2007-08

N=1

2008-09

N=2

2009-10

N=2

APS 1

CEC

Stand.

Long-Range Planning

1.A

7

Obtains student information, analyzes this information to determine the learning needs of all students, and uses this information to guide instruction

1

100%

2

100%

2

100%

1.B

7

Establishes appropriate standards-based long-range learning and developmental goals for all students

1

100%

2

100%

2

100%

1.C

7

Identifies and sequences instructional units in a manner that facilitates the accomplishments of the long-range goals

1

100%

2

100%

2

100%

1.D

7

Develops appropriate processes for evaluating and recording students’ progress and achievement

1

100%

2

100%

2

100%

1.E

5

Plans appropriate procedures for managing the classroom

1

100%

2

100%

2

100%

APS 2

Short-Range Planning

2.A

7

Develops unit objectives that facilitate student achievement

1

100%

2

100%

2

100%

2.B

7

Develops instructional plans that include appropriate content, strategies, materials, and resources

1

100%

2

100%

2

100%

2.C

7

Routinely uses student performance data to guide short-range planning of instruction

1

100%

2

100%

2

100%

APS 3

Planning Assessments and Using Data

3.A

8

Develops/selects and administers a variety of appropriate assessments

1

100%

2

100%

2

100%

3.B

8

Gathers and accurately analyzes student performance data to guide instructional planning

1

100%

2

100%

2

100%

3.C

8

Uses assessment data to assign grades that accurately reflect student progress and achievement

1

100%

2

100%

2

100%


Percentage of Students meeting Standard

Special Education MAT Program ED concentration

CEC

Stand.

Performance Standards Descriptions

2007-08

N=1

2008-09

N=2

2009-10

N=2

APS 4

Establishing and Maintaining High Expectations for Learners

4.A

6

Establishes, communicates, and maintains high expectations for student achievement

1

100%

2

100%

2

100%

4.B

6

Establishes, communicates, and maintains high expectations for student participation

1

100%

2

100%

2

100%

4.C

4

Helps students assume responsibility for their own participation and learning

1

100%

2

100%

2

100%

APS 5

Using Instructional Strategies to Facilitate Learning

5.A

4

Uses appropriate instructional strategies

1

100%

2

100%

2

100%

5.B

4

Uses a variety of instructional strategies

1

100%

2

100%

2

100%

5.C

4

Uses instructional strategies effectively

1

100%

2

100%

2

100%

APS 6

Providing Content for Learners

6.A

Demonstrates a thorough command of the discipline that he or she teaches

1

100%

2

100%

2

100%

6.B

4

Provides appropriate content

1

100%

2

100%

2

100%

6.C

4

Structures the content to promote meaningful learning

1

100%

2

100%

2

100%


Percentage of Students meeting Standard

Special Education MAT Program ED concentration

CEC

Stand.

Performance Standards Descriptions

2007-08

N=1

2008-09

N=2

2009-10

N=2

APS 7

Monitoring, Assessing and Enhancing Learning

7.A

8

Continually monitors student learning during instruction by using a variety of informal and formal assessment strategies

1

100%

2

100%

2

100%

7.B

8

Enhances student le

Program Report for the Preparation of Special Education ...ehhp.cofc.edu/ncate_2012/documents/SPA...

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