PROGRAM REVIEW M.A. in Special Education

Form Created: March 6, 2002 Date Revised: 2/23/2006 C:\Documents and Settings\hicksb\Desktop\Program Review\PR200506\Graduate0506\ProgRev2005 SpEd 2-16-06.doc Office of Program Review and Assessment, Academic Affairs, Marshall University, Huntington, WV 27555-2003

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PROGRAM REVIEW

M.A. in Special Education

College of Education and Human Services

February 2006


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Program Review Marshall University

March 2005 Date: October 2005 Program: M.A. in Special Education Degree and Title Date of Last Review: 2001 Recommendation Marshall University is obligated to recommend continuance or discontinuance of a program and to provide a brief rationale for the recommendation. Recommendation Code(#):

1. Continuation of the program at the current level of activity; or 2. Continuation of the program with corrective action (for example, reducing the range of optional tracks or

merging programs); or 3. Identification of the program for further development (Please be specific; identify areas and provide a

rationale in your request); or 4. Continuation of the program at the current level of activity, with the designation as a program of

excellence (See Series 11 Statement from the Policy Commission); or 5. Discontinuation of the program (Procedures outlined in HEPC Administrative Bulletin 23).

Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond the College level, any office that disagrees with the previous recommendation must submit a separate rationale and append it to this document with appropriate signature.) ____1____ _________________________________________________ _10/31/05_____ Recommendation: Signature of person preparing the report: Date: ____1____ _________________________________________________ _10/31/05_____ Recommendation: Signature of Program Chair: Date: ____1___ __________________________________________________ _10/31/05_____ Recommendation: Signature of Academic Dean: Date: ________ __________________________________________________ ______________ Recommendation: Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only) Date: ________ _________________________________________________ ______________ Recommendation: Signature of President, Faculty Senate/ Chair, Graduate Council: Date: ________ _________________________________________________ ______________ Recommendation: Signature of the Provost and Senior Vice President for Academic Affairs: Date: _______ __________________________________________________ ______________ Recommendation: Signature of the President: Date: ________ _________________________________________________ ______________ Recommendation: Signature of Chair, Board of Governors: Date:


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College/School Dean’s Recommendation Deans, please indicate your recommendation and submit the rationale. Recommendation: Master of Arts in Special Education: Continue program at current level of activity Rationale: (If you recommend a program for further development identify all areas for specific development; if you recommend a program as a program of excellence address all criteria listed in HEPC Series 11) The graduate program in Special Education has continued to be a strong and viable program during the past five years. The program is available statewide with student enrollments from 43 counties and has produced an average of 70 graduates per year. The program is accredited by the Council for Exceptional Children and all licensure programs have been reviewed and approved by the West Virginia Board of Education.

The performance of program graduates on state licensure exams is excellent. Demand for the program is projected to remain stable or increase slightly, depending on the final

disposition of West Virginia Board of Education policies and regulations related to NCLB/IDEA changes. Results from employer and graduate surveys indicate both groups are very satisfied with the program.

The program has developed a comprehensive assessment system and is utilizing data from the assessment

process to inform program direction and revisions. The program continues to be extremely responsive to the needs of the state and has added several new

specializations (e.g. VI, D/HH, Multi-Categorical, Alternative, Autism, etc.) in the past five years. The program is actively involved with RESAs, school systems and schools across the state. New initiatives for the program include the implementation of a $162,861 WV State Improvement Grant

received in July 2005, the development of an area of emphasis in Special Education for inclusion in the EdS in Education, development of additional WebCT courses, and increased involvement of program faculty in the EdD in Education.

The major challenge facing the program are the continuous program revisions required to respond to

constantly changing state policies. Overall, this is a sound and responsive program which is doing an excellent job fulfilling its assigned

mission Signature of the Dean: __Ron Childress (GSEPD)______________________________ Date: _February 2006_________


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Marshall University Program Review

March 2005 Program: M.A. in Special Education College: School of Education and Human Services Date of Last Review: 2001 I PROGRAM DESCRIPTION

Provide a program narrative with information on any options or tracks and describe the program’s nature and characteristics. You may include the description from the University catalog.

The goal of the Special Education program is to provide educational

opportunities for students at the post-bachelor’s and master’s degree level to become teachers of exceptional children in one of nine categories: autism, mentally impaired, multi-categorical, vision impaired, specific learning disabilities, gifted, behavioral disorders or preschool/special education. Teachers seeking certification in these areas may come to the program with a background in special education, elementary or secondary education or from non-education fields in all specializations except Gifted and Deaf and Hard of Hearing..

The Special Education program emphasizes the diagnostic-prescriptive model of

instruction. As potential special education teachers, students will do most of their work in intensive educational assessment, including the determination and implementation of effective intervention (a test-test model). Additionally, the Special Education program emphasizes different methods of delivering instruction for exceptional children in a variety of placement alternatives.

Program graduates are expected to be able to: • Understand and apply the current knowledge base for working in

preschool, elementary, middle or secondary schools; • Demonstrate skills in research methodology, problem solving, and critical

thinking in relation to areas of concern in elementary, middle, adolescent and preschool education;

• Demonstrate the attitudes, knowledge, and skills necessary to function effectively within the social setting of the school, community and society as a whole;

• Understand and evaluate teacher-learner interactions to facilitate and

guide pupil achievement of varied learning outcomes in different instructional situations;

• Develop and implement a professional approach to testing;

Date Created: March 6, 2002 (1:35PM); Date Revised February 23, 2006 (3:55PM)

ProgRev2005 SpEd 2-16-06 Office of Program Review and Assessment, Academic Affairs, Marshall University, Huntington, WV 2555

• Analyze, synthesize, evaluate, and apply research findings in an educational setting;

• Demonstrate a basic understanding of the application of technology to special education in preschool, elementary, middle or adolescent educational settings;

• Demonstrate a basic understanding of human growth and development and the implications of developmental characteristics for curricular and instructional decisions;

• Understand significant theory and research in teacher effectiveness and classroom management, and demonstrate skills in instructional implementation appropriate to the developmental level of students;

• Demonstrate an understanding of cultural diversity and the implications of these differences for curriculum and instruction;

• Communicate effectively with a wide variety of constituent groups including school personnel, policy makers, parents, and other community members;

• Plan long-range instructional programs based on student interest, abilities, backgrounds, and aptitudes.

The program description from the 2004-06 Graduate Catalog may be seen in

Attachment A (Pg. 75).

Date Created: March 6, 2002 (1:35PM); Date Revised February 23, 2006 (3:55PM) C:\Documents and Settings\hicksb\Desktop\Program Review\PR200506\Graduate0506\ProgRev2005 SpEd 2-16-06.doc Office of Program Review and Assessment, Academic Affairs, Marshall University, Huntington, WV 2555

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II ACCREDITATION INFORMATION (NOTE: If your program has been accredited by a national organization, supply the following information. If your program is not accredited, skip to section III. Use the appendix numbers as indicated in each section. If you skip a section do not renumber the appendices. ) Provide the following information about the program’s accreditation status: A Name and description of the accreditation organization: The Special Education program is housed in the Marshall University Professional Education Unit (PEU). The Professional Education Unit is fully

accredited by the National Council for the Accreditation of Teacher Education (NCATE). The most recent NCATE review occurred in October 2004 and resulted in the continuing accreditation of the unit through fall 2009. This was the maximum period for which accreditation could be received. The PEU passed all six NCATE standards for advanced (graduate) programs.

The Special Education Program has been reviewed and accredited by its

respective national professional organization, the Council on Exceptional Children. The specializations for Autism, Deaf and Hard of Hearing and Multi-categorical were not offered at the time of the last CEC review but will be submitted for review by that body during the next accreditation cycle. All program specializations leading to licensure were also reviewed and granted continuing approval by the West Virginia Department of Education. See accreditation letters – Attachment B (Pg. 79).

B Most recent year program accredited: (include a copy of the letter

conferring accreditation.) NCATE - 2005 CEC - 2001 (see Attachment B for copies of letters) C Accreditation status: (regular, probationary, unaccredited, other) NCATE - “Full Continuing” CEC - “In Compliance” D Attach a copy of the accreditation organization’s report to the University if different from B. N/A


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E If program deficiencies were noted, attach the report to the

accrediting agency outlining the deficiencies and corrective action taken or proposed.

No deficiencies noted. F Provide 1 copy of the most recent self-study report for final

submission to the Board of Governors. (This copy will be returned.) On file in the Office of Academic Affairs.


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III PROGRAM STATEMENT on Adequacy, Viability, Necessity and Consistency with University/College Mission

A ADEQUACY Provide a narrative summary for each of the following in

addition to the requested appendices. 1 Curriculum: Summarize degree requirements and provide

commentary on significant features of the curriculum. In Appendix I, list required courses, elective courses, and total hours required. The list of courses must provide specific course titles and numbers.

The Master of Arts degree in Special Education may be earned with

a Specialization in one of nine areas of emphasis. Each area of emphasis includes required teacher certification courses (18 – 24 hours), a set of required foundations and research courses (15 hours) and in some cases electives (0 – 9 hours). Total credit hours required for the degree is 36 – 39 hours, depending upon area of emphasis. See Appendix I for sample Plan of Study forms for each specialization (Pg. 24).

2 Faculty: Summarize significant points relating to faculty

teaching courses within the major (percentage of faculty holding tenure, extent of use of part-time faculty, level of academic preparation, faculty development efforts, books & journal articles, papers & attendance at state, regional and national professional organization meetings). Include part-time faculty and graduate assistants you employed during the final year of this review. Prepare an Appendix II Faculty Data Sheet for each full-time faculty member, part-time faculty member and adjunct faculty member, For part-time faculty members and adjuncts prepare data through question one on the Faculty Data Sheet. Use Appendix II-A for all graduate teaching assistants.

The graduate faculty in Special Education consists of twelve full-

time members and a cadre of adjunct faculty. Seven faculty are tenured and twelve of the thirteen faculty slots are tenure tract positions. Seven faculty hold the rank of professor, one is an associate professor, two are assistant professors and two are temporary appointments. Seven full-time faculty hold doctorates and seven of thirteen (54%) faculty members are tenured. Full-time faculty members for 2004-05 average 14.8 years of experience and are listed in Table 1 (Pg. 9). Faculty data sheets for full-time and part-time faculty are included as Appendix II (Pg. 31). A review of


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full-time faculty data sheets indicates a very productive group, actively involved in scholarly and creative endeavors, University and community service, professional leadership in the discipline in addition to excellence in teaching. In addition, the program uses approximately nine part-time or adjunct faculty each semester. These faculty deliver approximately 30% of class sections in the average each semester. All adjunct faculty are carefully chosen and are representative of the WV Department of Education, Regional Education Service Agencies and leadership positions in local school districts.

Adjunct faculty are carefully selected, in many cases have

extensive experience in that capacity, and are universally regarded as leaders in their respective areas of expertise. The Special Education program does not use Graduate Assistants to deliver any of the required coursework.

Table 1: Full-Time Faculty in Special Education 2004-05 Rank Faculty Ed/PhD Tenured Full Associate Assistant InstructorAngel, Robert Guyer, Barbara Lombardo, Victor (4) Meikamp, Joyce Pendarvis, Edwina Sullivan, Michael Wolf, Ronald Reed, Melissa Roman, Christine (1) (4) Simonton, Molly (2) (3) Burton, James Connor, Debra (2) Vacant Position

Ph.D. Ed.D. Ed.D. Ed.D. Ed.D. Ed.D. Ph.D. Ed.D. Ph.D. ABD EdD

Yes Yes Yes Yes Yes Yes Yes No No No Temporary No Temporary

X X X X X X X

X

X X X X

(1) Director, Statewide Visual Impairment Project

(2) Temporary appointment

(3) Director, Statewide Deaf/Hard of Hearing Project

(4) Resigned or retired effective May 2005.


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3 Students: NOTE: If your program is accredited, refer to the appropriate page numbers in your accreditation report.

a Entrance Standards: Describe the admission standards

and procedures employed for making the admission decision. (GPA, ACT, other tests)

Students seeking admission as degree or professional

development students must submit all official transcripts from all colleges and universities attended. All applicants must minimally have an overall undergraduate GPA of 2.5. In addition, for full admission to the program applicants must meet one of the following two requirements:

• A total of 800 on the verbal and quantitative

sections of the Graduate Record Examinations (GRE) or

• A score of at least 30 (378 scaled score) on the Miller Analogies Test (MAT).

The GRE/MAT score requirement is waived for applicants

holding a graduate degree. If for any reason the student is admitted provisionally, he/she must maintain a Grade Point Average of 3.25 for the first 12 hours of study.

A master’s degree may be earned with a specialization in

one of nine areas of emphasis. Students without background in education must acquire certification in regular education prior to endorsement in Special Education, or they can enter the Alternative Certification Program. The Preschool Special Education endorsement is exempt from this requirement.

b Entrance Abilities: Identify potential ability of students

admitted to the program as measured by standardized tests (ACT, SAT, GED, TOEFL, etc.) and high school GPA.

• GPA – Incoming Students. For the five-year period

Fall 2000 – 2004, 253 candidates were admitted. The mean undergraduate GPA for this group was 3.09, well above the 2.5 minimum requirement (See Attachment D, Section H) (Pg. 108).


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• GRE Scores – Incoming Students. For the same five-year period (Fall 2000-04) 69 candidates opted to take the GRE (Verbal & Quantative). These candidates averaged a quantitative score of 426, an average verbal score of 457 for an average combined score of 883, well above the minimum required combined score of 800 (See Attachment D, Section H) (Pg. 108).

• MAT Scores – Incoming Students. Until Fall 2004,

MAT results were reported as raw scores. During the period Fall 2000 – 04, 184 candidates opted to take the MAT. The mean MAT score for this group was 38.3, well above the minimum requirement of 30 (See Attachment D, Section H) (Pg. 108).

c Exit Abilities: Identify abilities of students who graduate from

the program (GPA, licensure exam, certification tests, etc.)

• GPA – Exiting Students. Data provided by the Office of Institutional Research indicate that for the period Spring 2000 – 2004, the average cumulative GPA for 255 successful candidates was 3.87.

• Licensure Exams – Those candidates seeking a

teaching license must take the Praxis II examination required by the WV Board of Education. During the period Fall 2000 – 04, the pass rate for all specializations was 95.00%. Additional detail may be viewed in the “Assessment Information” found in Item 5 of this section. See also Section H of the Assessment Guide found in Attachment D (Pg. 108).


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4 Resources: NOTE: If your program is accredited, refer to the appropriate page numbers in your accreditation report.

a Financial: Provide information related to financial

support of the program, including what portion of the unit’s resources was devoted to this program. Include state-appropriated funds, grants, contracts, supplemental state funds or student fees. If this program were terminated as a major, what resource changes would occur, e.g., reduced faculty, staff, space, courses taught, etc. If this program were reduced or terminated, what changes would occur and how would it affect the university?

The Special Education Program is housed in the Professional Education Unit (PEU) within the College of Education and Human Services. Despite a 3% mid-year base budget reduction in the fiscal year 2003 and a 6% base budget reduction in fiscal year 2004, the PEU has been able to function effectively. PEU budgets for the past five years were: Area FY2004 FY2003 FY2002 FY2001 FY2000

Personnel* $5,690,159 $6,071,188 $5,773,248 $5,321,670 $4,791,916 Services Operations* $297,793 $333,535 $320,138 $335,177 $366,122 Equipment* $83,354 $31,386 $61,922 $44,797 $0 Faculty Development $69,281 $61,451 $87,957 $92,132 $62,165 Technology $165,465 $150,896 $168,818 $28,345 $79,831 *State appropriated funds These reductions in base budget have been offset with funds received from a variety of external sources (third party contracts, grants, cost recovery accounts, alumni giving, gifts, revenue production, etc). These resources have allowed the Professional Education Unit to remain fiscally viable during a period of tight state appropriations. These resources have included:


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Source FY2004 FY2003 FY2002 FY2001 FY2000

Contracts $915,246 $1,344,258 $1,344,258 $1,053,940 $1,046,551 Grants $5,924,038 $5,263,587 $6,396,065 $3,907,248 $2,606,967 Other Revenue $246,099 $300,984 $361,854 $115,981 $35,126 b Facilities: Describe facilities available for the program

including classrooms, laboratories, computer facilities, library facilities, or equipment needed for program delivery.

Jenkins Hall, located on the Huntington campus, houses the executive dean’s suite, professional staff work stations, offices for faculty of the School of Education, and a variety of classrooms. All classrooms located in Jenkins Hall are equipped with Internet connections and an LCD projector and computer for multimedia classroom presentations. Jenkins Hall also houses the Learning Resource Center, The Susan Runyan Maier Distance Learning Classroom and the Reading Center Classroom. On the South Charleston campus the Professional Education Unit programs are located in the administration building. The administration building has 40,000 square feet and houses faculty and staff offices, two computer labs, 5 classrooms with equipment for multimedia classroom presentations, a poly-com for conferencing, and a bookstore. Additionally, on the South Charleston campus is the Robert C. Byrd Academic Center. The academic center has 24,000 square feet and contains a library, the Byrd Center for Manufacturing Technology, three distance learning electronic classrooms, and ten traditional classrooms. The PEU also operates the 3,000 square feet Community Clinical Services Center in Dunbar, a modern clinical teaching facility to support clinical instruction in the human services and teaching areas. The Special Education Program also offers classes, coordinates clinical and practicum experiences, and provides faculty offices at several additional Marshall University satellite campus sites. These include the Beckley Center,


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Beckley, WV; the Dunbar Center, Dunbar, WV; the Mid-Ohio Valley Center, Point Pleasant, WV; the Southern Mountain Center, Logan, WV; and the Harless Center, Gilbert, WV, and at some 30 other locations throughout the state.

5 Assessment Information: NOTE: This section is a summary of

your yearly assessment reports. a Summarize the principal goals of the assessment

program. During the past two years the assessment model used in

Special Education was completely revised due to the assessment requirements specified for the October 2004 NCATE accreditation visit. This revised assessment model reflects a much more data-based approach than that used in the past.

The assessment model adopted for the advanced program

in Special Education focuses on three broad areas; the program, the faculty and candidate performance. This assessment model includes three major components; data/information collection, forming judgments and making decisions. Based on these three components, assessment is operationally defined as a process in which data/information are collected, used as a consideration in forming judgments, and then becomes the basis for making decisions. These decisions involve actions related to the program, faculty and candidates.

b Provide summary information on the following

elements. Attach Chart I Assessment Summary as evidence.

• assessment tools; approach • standards/benchmarks (HEPC Initiative #3) • results/analysis • action taken

Please see Attachment C (Pg. 94) for summary information.

See also Attachment D (Pg. 99) - Program Planning and Assessment Guide for Special Education for additional detail.


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c. Provide information on how assessment data are used to improve program quality. Include at least 3 specific examples drawn from the past 5 years.

A detailed analysis of assessment data was conducted just

prior to the 2004 – 05 NCATE accreditation visit. Please reference Attachment C (Pg. 94) and Attachment D (Pg. 99) for this information.

d Graduate and Employer Satisfaction: Provide evidence

and results of follow-up studies to indicate graduate and employer satisfaction with the effectiveness of the educational experience. Indicate the number of individuals surveyed or contacted and the number of respondents.

• Graduate Satisfaction – Special Education graduates

responding to the two most recent surveys rated all items in their program as Moderately-to-Very Important on the “Importance” measure. The same group assigned a “Good-to-Excellent” rating on each of these items as they relate to “Preparation.” Although the ratings of Special Education graduates were very strong, the two items rated lowest in terms of preparation were “Application of Technology” and “Communicating With Constituent Groups”. The most recent survey was sent to 78 graduates with responses received from 24 individuals. Generally, ratings on both the “Importance: and “Preparation” measures improved between the 2003 and the 2005 surveys.

• Employer Satisfaction – Employer follow-up studies

of Professional Education Unit graduates were conducted in 2000, 2002, 2003 and 2005. All principals and school system personnel directors were surveyed regarding the preparation of program graduates across 10 outcome areas. The total number of principals and personnel directors responding included 133 in 2000, 212 in 2002, 159 in 2003 and 160 in 2005. Overall, principals and personal directors rated program graduates as either “Proficient,” or “Distinguished,” or “Exemplary,” or “Exceeds Expectations” across all areas.


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Although respondent ratings across all outcomes were generally positive, the ratings for those outcomes related to “understanding cultural pluralism,” and “applies skills in research methodology” tended to be slightly lower than the ratings for the other outcomes. Required courses in research and technology utilization were added and cultural pluralism competencies were added across courses in the most recent program revision.

Recruiters who participated in the Marshall

University job fair in 2000, 2002, 2004 and 2005 were also surveyed regarding the preparation of program graduates. Responses were reviewed from more than 200 recruiters during this period. The responses from recruiters were generally very positive and were consistent with those of the principals and personnel directors.

e. Attach the previous five years of summary reports

provided by the Office of Assessment. Copies of the Office of Assessment Summary Reports may

be seen in Attachment E (Pg. 114). 6 Previous Reviews: Describe the last program review action

(including committee recommendation) and indicate corrective actions (if necessary) since the last review.

The 2001 Program Review (available in the Office of Assessment resulted in the following comment for the Special Education program. “The committee concurs with the institutional recommendation to continue at the current level of activity. The Department is commended for a well written report”. No corrective actions were indicated.

7 Strengths/Weaknesses: Identify the strengths and

weaknesses of the program. Describe program plans for removing the weaknesses.

No weaknesses were identified for any of the specializations

reviewed by the Council for Exceptional Children (CEC). Instead, the CEC review indicated a number of strengths (See Attachment B) (Pg. 79). Nevertheless, program faculty continue to assess


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program effectiveness and to target areas for improvement (see Attachments C (Pg. 94) & D (Pg. 99). In addition, the program has added two new specializations (Deaf/Hard of Hearing and Multi-categorical) and will prepare those additions for submission to the next cycle of CEC review. Finally, entry level salaries for advertised positions are not competitive in the market for this specialization and have resulted in very serious difficulties in attracting a qualified applicant pool. A national shortage of doctoral level degrees conferred in Special Education complicates this issue even further.

B VIABILITY Provide a narrative summary for each of the following

items in addition to requested appendices.

1 Articulation Agreements: Describe program specific articulation agreements with other institutions for delivery of this program.

Since the last Program Review, the Special Education program has established a collaborative effort with Eastern West Virginia Community and Technical College to provide the Masters Degree program to two cohorts at the Eastern campus located in Moorefield, the county seat of Hardy County in the Eastern Panhandle.

During the past four years, over forty students, represented by two separate cohorts, have enjoyed Marshall University courses, delivered by Marshall University faculty, at the Eastern campus. The Eastern facility is a modern one with state-of-the-art technology. Support from Eastern has been extraordinary and that institution has identified the Marshall University project as an award winning one. In addition to this project, between Summer 2003 and Spring 2005, the Special Education program has generated third-party contracts for the delivery of 40 sections of classes to 21 (duplicated count) agencies throughout the state. Total enrollments for these sections was 396 students (See detail in Section III – B-2 below).

2 Off-Campus/Distance Delivery Classes: Describe/Summarize

off-campus (other than the Huntington, or South Charleston campuses) /Distance Delivery courses offered and locations for the past 2 years. (Include locations, courses, enrollments, as Appendix III.)


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The Special Education program has three specializations which are the only ones available in the state and are therefore delivered statewide. In addition, the program has served two cohorts in the Eastern Panhandle within the past two years and also delivers a full cycle of coursework each semester at the Marshall University teaching site in Beckley. The outreach efforts are consistent with the University mission and summary data are provided in Appendix III.

3 Service Courses: Describe/Summarize departmental courses

that are required for students in other majors and support programs outside the major. (Include enrollment data for these courses in a chart for the past five years as Appendix IV.) Use the table format shown as Appendix IV to present data. The data are prepared by the Office of Institutional Research and is sent to every college dean and chair in November and March.

A number of Special Education courses are provided as service

classes to support other programs. These courses, however, are also (with rare exception) required courses in the Special Education program. Caution should be used in interpreting the data in Appendix IV (Pg. 63) because the enrollments for each course cannot be broken out between those taking the classes as a “service” course or those taking them as “required” classes.

4 Program Course Enrollment: Describe/Summarize program

area courses taken by students who are majors and include enrollment by semester for the past 5 years. Indicate required or elective courses. The purpose of this section is to indicate the availability and relative strength of the program area courses. Include all students enrolled in the courses, whether majors or not. (Include enrollment data for these courses in a chart for the past five years as Appendix V.) Use the table format shown in the Appendix V template to present data. The data are prepared by the Office of Institutional Research and are sent to every college dean and chair in November and March.

Program Course Enrollment data include “core courses” required in

nearly all of the nine specializations as well as courses required by, and specific to, each specialization. Data are displayed in Appendix V (Pg. 64) in the form of tables specific to the “core” and to each area of specialization. Note also that some of the core classes (CISP 510, 520, 521 and 535) are not only required in the


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Special Education program but are also utilized by other programs as service courses. They are therefore included in Appendix V because enrollments cannot be broken out between use (i.e. “Core” vs. “Service” courses). Note also that the “Deaf/Hard of Hearing program, a statewide program, was not offered until Fall 2003 and that the Multi-categorical option was added in Fall 2003.

5 Program Enrollment: Summarize data indicating the number of

new students admitted, number of principal majors enrolled from your college, number of second majors, the number of students enrolled as majors from other colleges (i.e., College of Education specialization majors), the number of minors, and the number of graduates for the program for each of the past five years. (Include a chart as Appendix VI and provide separate data for each option offered under the program.) Data are furnished by the Office of Program Review and Assessment and Office of Institutional Research. Some of these data are available from the Office of Institutional Research website.

The Special Education programs admits candidates to either

Professional Development status (those seeking teacher certification) or to Masters Degree status (those seeking both teacher certification and the Masters Degree). Both classifications of admission status result in the development of a Plan of Study, assignment of advisors, etc. Because many of these candidates already have earned the Masters Degree but are required to obtain multiple teaching certifications for their job assignments in public schools, they often change specializations (and therefore admission status) as they complete multiple tracks. The data bases do not clearly discriminate regarding this process. The data provided earlier in Appendix V (Pg. 64) do, however, indicate the relative size of each of the nine specializations. Because there is no accurate means by which to break out the information in Appendix VI (Pg. 74) by specialization, the data provided reflect the Special Education Program as a whole.

6 Enrollment Projections: Identify trends that will influence

enrollment over the next five years. Provide enrollment projections.

For the past 25 years, there has been a national shortage of fully trained Special Education teachers. West Virginia has employed around 30% of its special education teaching force on emergency teaching licenses. During the same period, the percentage of K-12


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students identified as qualifying for these services has grown to approximately 20% of public school enrollments. In addition, the state has a rapidly “graying” teaching force with large numbers of K-12 educators expected to retire in the next five year. For these reasons, it is anticipated that enrollments in the Special Education program will remain stable or increase over the next five years. It should be noted that the federal No Child Left Behind ACT (NCLB) and the reauthorization of the Individuals With Disabilities Education Act (IDEA) both describe new standards/requirements for special educators to be designated “Highly Qualified”. The net effect of these changes has been to substantially increase the level of preparation required. This may well discourage candidates from pursuing what is already an area experiencing critical shortages of personnel and therefore have a negative effect on program enrollments. In Spring 2005, the Special Education Program applied for and was awarded a $162,861 State Improvement Grant (SIG) to support web-based staff development opportunities for in-service teachers.

C NECESSITY: NOTE: If your program is accredited, please refer to the

appropriate page numbers in your accreditation report. Provide a narrative summary for each of the following items in addition to requested appendices. The narrative should be in portrait style with the charts/appendices in landscape style.

1 Advisory Committee: Identify whether the program has an

Advisory Committee, and, if so, briefly indicate the role and impact of the Committee.

The Educational Personnel Preparation Advisory Committee is mandated by the West Virginia Department of Education’s Policy 5100, the policy for preparation of educational personnel. The EPPAC committee advises concerning design, delivery, and evaluation of programs for the preparation of teachers and other school personnel. The EPPAC is composed of P-12 personnel representing public school districts, faculty from within the Professional Education Unit, faculty from arts and sciences within the university that work closely in the preparation of teachers, a representative from the West Virginia Department of Education, education candidates, and community members involved in the work of the Professional Education Unit.


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2 Graduates: Provide information on graduates in terms of

places of employment, starting salary ranges (where appropriate and known), number employed in field of specialization, and/or acceptance into baccalaureate or graduate programs. (NOTE: Do not identify students by name.)

Almost without exception, graduates of the Special Education

program were part-time students who averaged 37 years of age and were already fully employed by public school systems while matriculating. Employing school districts include every county school system in West Virginia, quite a number of school districts in other states whose boundaries are contiguous to the state, as well as by systems in more distant states. The typical salary for a newly graduated Masters Degree candidate with only a few years of experience is roughly $31,000 in West Virginia. The state continues to be challenged in retaining in-service teachers and recent graduates because of more lucrative salaries in other states. All Special Education graduates have immediate in-state employment opportunities if not already employed.

3 Job Placement: If the job placement rate reported above is

low, can a course of action be identified that would improve this situation? Provide a summary of procedures utilized by the institution to help place program graduates in jobs or additional educational programs. Include activities supported by both the student’s academic department as well as the institution’s placement office. This summary should include the institution’s procedures and program organization for continuing contact and follow-up with graduates.

The typical Special Education student is an employed professional

who is a part-time graduate student seeking to upgrade or acquire new skills. Although the traditional array of job placement services is available through the Huntington campus, (insert program name) students tend to have little need for these services. Information regarding available employment opportunities is routinely made available through local school system job postings and, statewide, through the West Virginia Department of Education.

Program graduates are routinely recommended by faculty for other/new employment opportunities and for admission to advanced graduate programs. Follow-up studies of graduates are conducted annually and program faculty maintain contact with


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employers and graduates through the delivery of staff development, licensure courses, continuing education programs, and involvement in clinical/field-based experiences.

D CONSISTENCY WITH UNIVERSITY MISSION: NOTE: If your program

is accredited, refer to the appropriate page numbers in your accreditation report. Provide a narrative summary.

Explain how this program fits into the mission of the institution.

Identify the relationship of this program to other programs at the institution, especially in terms of mutual support, e.g., shared faculty, shared facilities, shared course requirements.

Institutional Unit and Program Missions The conceptual framework for the teacher education unit has been developed and is implemented within the parameters established by the institutional and unit mission. The mission of Marshall University is that of providing graduate educational opportunities to the people of West Virginia through teaching, public service and research. Special Education programs are delivered in traditional and nontraditional ways using a small number of dedicated full-time faculty complemented by an excellent cadre of expert adjunct faculty recruited from higher education institutions, Regional Educational Service Agencies, WV Department of Education, and school systems. Throughout West Virginia, the Special Education Department offers licensure and Master of Arts degree programs and professional development programs according to need, without duplicating programs offered in the same geographic area by other institutions. The mission of the Special Education Program (Department) Has been developed within, and flows from the institutional and unit’s mission. As such, the mission of Special Education is to provide an array of licensure, degree, and professional development programs, and continuing education opportunities and services designed to address the needs of adult learners. These programs and services are provided primarily for the convenience of fully employed adult students. To accomplish this goal, the Special Education utilizes collaborative arrangements with other programs to both use, and provide, service courses to one another. (See Narrative Summary in Section II of this report. View accreditation letters in Attachment 11).


23

IV PROGRAM OF EXCELLENCE If this option is marked as the institutional (program) recommendation, include a

statement of justification. This statement should be a document (limited to two pages) that provides detailed information on the strengths of the program and reasons why the program should have the designation of excellence. Identify the aspects of your program that qualify it as a Program of Excellence (e.g., accreditation, honors, special recognition, unique characteristics, etc.). All supporting documents must be provided to the Committee. The guidelines “Statement on Criteria for Designation of Excellence” are attached for reference.

No designation sought.


24

Appendix I Required/Elective Course Work in the Program

Degree Program: M.A. Special Education Person responsible for the report: Dr. Michael Sullivan

Courses Required in Major (By Course Number and Title)

Total Required Hours

Elective Credit Required by the Major (By Course Number and Title)

Elective Hours

Related Fields Courses Required

Total Related Hours

(See following pages for each specialization)

Professional society that may have influenced the program offering and/or requirements:


25

MARSHALL UNIVERSITY GRADUATE COLLEGE SPECIAL EDUCATION - AUTISM STUDENT-FACULTY PROGRAM CONTRACT DATE:__________________ SOCIAL SECURITY NO:___________________ STUDENT NAME____________________________________ HOME PHONE:___________________________ ADDRESS:__________________________________________ BUSINESS PHONE:________________________ E-MAIL:____________________________________________ HOURS REQUIRED FOR DEGREE: 36 FACULTY ADVISOR:___________________________________

The following program of courses is hereby agreed upon by both the student and his faculty advisor as fulfilling the academic requirements necessary for certification in Autism. Other actions, such as transfers of credit, course substitutions, and/or course waivers must be approved by the advisor.

CERTIFICATION REQUIREMENTS:

Course Title

Dept. and Course No.

Date Taken Sem. Year

Grade

Credit

1. Introduction to Exceptional Children or Children with Exceptionalities

CISP 520 CISP 521

3

2. Introduction to Autism

CISP 527

3

3. Diagnostic - Clinical Practice

CISP 626

3

4. General Special Education Programming

CISP 535

3

5. Instructional Characteristics of Autism

CISP 662

3

6. Field Experience: Autism

CISP 664

3

7. Educational Research & Writing*

Ed.F. 621

3

8. Advanced Studies - Human Development

Ed.F. 616

3

9. Trends/Issues in Special Education or Special Education Seminar

CISP 627 CISP 629

3

10. Special Education Research - Part I

CISP 611

3

11. Special Education Research - Part II

CISP 615

3

*Prerequisite for CISP 611 ELECTIVE: 1. ____________________________________________________________________________________________ 3 OTHER REQUIREMENTS: **COURSES OVER 7 YEARS OF AGE CANNOT BE UTILIZED IN A DEGREE PROGRAM _________________________________________ ____________________________________ Student=s Signature Date Advisor

Date _________________________________________ ____________________________________ Program Director Date Dean Date


26

MARSHALL UNIVERSITY GRADUATE COLLEGE SPECIAL EDUCATION – BEHAVIOR DISORDERS STUDENT-FACULTY PROGRAM CONTRACT

DATE:__________________ SOCIAL SECURITY NO:___________________ STUDENT NAME____________________________________ HOME PHONE:___________________________ ADDRESS:__________________________________________ BUSINESS PHONE:________________________ E-MAIL:____________________________________________ HOURS REQUIRED FOR DEGREE: 36 FACULTY ADVISOR:___________________________________

The following program of courses is hereby agreed upon by both the student and his faculty advisor as fulfilling the academic requirements necessary for certification in Behavior Disorders. Other actions, such as transfers of credit, course substitutions, and/or course waivers must be approved by the advisor.

Course Title



Grade

Credit


CISP 520 CISP 521

3

2. Introduction to Emotional Disturbances

CISP 524

3


CISP 626

3


CISP 535

3

5. Education of Emotional Disturbances

CISP 645

3

6. Field Experience: Emotional Disturbances

CISP 649

3

7. Educational Research & Writing**

Ed.F. 621

3


Ed.F. 616

3

9. Trends and Issues in Special Education, or Special Education Research - Part I

CISP 627 CISP 611

3

10. Special Education: Seminar, or Special Education Research - Part II

CISP 629 CISP 615

3

**Prerequisite for CISP 611 Total 33 ELECTIVES: 1. ____________________________________________________________________________________________________ 3_ OTHER REQUIREMENTS: TOTAL 36 **COURSES OVER 7 YEARS OF AGE CANNOT BE UTILIZED IN A DEGREE PROGRAM _______________________________________________________ __________________________________________________ Student’s Signature Date Advisor Date _______________________________________________________ __________________________________________________ Program Director Date Dean Date


27

MARSHALL UNIVERSITY GRADUATE COLLEGE SPECIAL EDUCATION – DEAF/HARD OF HEARING PLAN OF STUDY DATE:______________________ ID#________________________________ STUDENT NAME:_______________________________________ HOME PHONE:_____________________ ADDRESS: _____________________________________________ BUSINESS PHONE:__________________ E-MAIL:_______________________________________________ HOURS REQUIRED FOR DEGREE: 39 FACULTY ADVISOR:____________________________________

The following program of courses is hereby agreed upon by both the student and his faculty advisor as fulfilling the academic requirements necessary for certification in Deaf/Hard of Hearing. Other actions, such as transfers of credit, course substitutions, and/or course waivers must be approved by the advisor.

DEGREE REQUIREMENTS:

Course Title

Dept. And Course No.

Date Taken Sem./Year

Grade

Credit

1. American Sign Language (ASL) I

CIDH 501

3

2. American Sign Language (ASL) II

CIDH 502

3

3. Auditory Habilitation

CIDH 504

3

4. Introduction to Deaf and Hard of Hearing

CIDH 505

3

5. Curriculum and Methods for Deaf and Hard of Hearing Students

CIDH 506

3

6. Development and Remediation of Reading, Writing, and Discourse for the Deaf and Hard of Hearing

CIDH 507

3

7. Teaching Internship and Practicum (DHH) I (Residential Setting)

CIDH 601

3

8. Teaching Internship and Practicum (DHH) II (Local School District)

CIDH 602

3

9. Application of Software in Classroom

CIEC 534

3

10.Advanced Studies - Human Development

Ed.F. 616

3

11.Trends/Issues in Special Education, or Special Education Seminar

CISP 627 CISP 629

3


CISP 611

3


CISP 615

3

Total 39 OTHER REQUIREMENTS: **COURSES OVER 7 YEARS OF AGE CANNOT BE UTILIZED IN A DEGREE PROGRAM ________________________________________________ ______________________________________________ Student Date Advisor Date ________________________________________________ _______________________________________________ Program Director Date Dean Date

Date Created: March 6, 2002 Revised: 2/23/2006 ProgRev2005 SpEd 2-16-06 Office of Program Review and Assessment, Academic Affairs, Marshall University, Huntington, WV 25755

28

MARSHALL UNIVERSITY GRADUATE COLLEGE SPECIAL EDUCATION – MENTALLY IMPAIRED STUDENT-FACULTY PROGRAM CONTRACT DATE:__________________ SOCIAL SECURITY NO:___________________ STUDENT NAME____________________________________HOME PHONE:___________________________ ADDRESS:__________________________________________BUSINESS PHONE:________________________ E-MAIL:____________________________________________HOURS REQUIRED FOR DEGREE: 36 FACULTY ADVISOR:___________________________________

The following program of courses is hereby agreed upon by both the student and his faculty advisor as fulfilling the academic requirements necessary for certification in Mentally Retarded. Other actions, such as transfers of credit, course substitutions, and/or course waivers must be approved by the advisor. *Non-education majors must also complete the additional coursework/tsting requirements described on the attached Curriculum Summary Sheet.

Course Title



Grade

Credit


CISP 520 CISP 521

3

2. Introduction to the Mentally Retarded

CISP 533

3


CISP 626

3


CISP 535

3

5. Education of Mentally Retarded

CISP 553

3

6. Field Experience: Mentally Retarded

CISP 651

3

7. Educational Research & Writing**

Ed.F. 621

3


Ed.F. 616

3

9. Trends and Issues in Special Education, or Special Education Research - Part I

CISP 627 CISP 611

3

10. Special Education: Seminar, or Special Education Research - Part II

CISP 629 CISP 615

3

**Prerequisite for CISP 611 Total 30 hrs ELECTIVES: 1. ____________________________________________________________________________________________________3____ 2. ____________________________________________________________________________________________________3____ OTHER REQUIREMENTS: TOTAL

36 **COURSES OVER 7 YEARS OF AGE CANNOT BE UTILIZED IN A DEGREE PROGRAM ______________________________________________ _________________________________________________ Student=s Signature Date Advisor=s Signature Date ______________________________________________ _________________________________________________ Program Director Date Dean Date


29

MARSHALL UNIVERSITY GRADUATE COLLEGE SPECIAL EDUCATION/CERTIFICATION IN VISUAL IMPAIRMENT STUDENT-FACULTY PROGRAM CONTRACT DATE:__________________ SOCIAL SECURITY NO:___________________ STUDENT NAME______________________________ HOME PHONE:___________________________ ADDRESS:___________________________________ BUSINESS PHONE:________________________ E-MAIL:_____________________________________ HOURS REQUIRED FOR DEGREE: 39 FACULTY ADVISOR:___________________________________

The following program of courses is hereby agreed upon by both the student and his faculty advisor as fulfilling the academic requirements necessary for certification in Visually Impaired. Other actions, such as transfers of credit, course substitutions, and/or course waivers must be approved by the advisor.

Course Title



Grade

Credit

1. Introduction to Visual Impairments

CIVI 500

3

2. Braille Reading and Writing

CIVI 501

3

3. Structures and Functions of the Human Visual System

CIVI 502

3

4. Instructional Strategies for Teaching Students with VI

CIVI 503

3

5. Instruc. Strat. for Teaching Students with Multiple Impair.

CIVI 504

3

6. Basic Orientation and Mobility Skills

CIVI 505

3

7. Practicum in Visual Impairment - I

CIVI 506

3

8. Practicum in Visual Impairment - II

CIVI 507

3

9. Educational Research Writing*

EdF. 621

3


Ed.F. 616

3

11. Trends/Issues in Special Education or Special Education Seminar

CISP 627 CISP 629

3


CISP 611

3


CISP 615

3

*Prerequisite for CISP 611 Total 39 hr

OTHER REQUIREMENTS:

**COURSES OVER 7 YEARS OF AGE CANNOT BE UTILIZED IN A DEGREE PROGRAM ______________________________________ ________________________________________ Student=s Date Advisor=s Date ______________________________________ ________________________________________ Program Director Date Dean Date


30

PLAN OF STUDY (MASTER=S) CURRICULUM SUMMARY SHEET PROGRAM APPROVAL REQUESTED AS OF: 7/1/03 NAME OF INSTITUTION: Marshall University CURRICULUM: Multi Categorical Special Education

PROGRAMMATIC LEVELS: K-Adult FORM COMPLETED BY: Michael Sullivan DATE REVIEWED BY EPPAC: 4/22/03 ---------------------------------------------------------------------------------------------------------------------- COURSE NUMBER AND TITLES CREDIT HOURS I. Special Education Core

CISP 520 Introduction Exceptional Children 3 CISP 535 General Special Education Programming 3 CISP 626 Diagnostic/Clinical Practices 3

II. Multi-Categorical Courses CISP 533 Introduction to the Mentally Retarded 3 CISP 553 Curriculum/Methods for the Mentally Retarded 3 CISP 523 Introduction to Learning Disabilities 3 CISP 647 Education of Learning Disabilities 3 CISP 524 Introduction to Emotional Disturbances 3 CISP 645 Education of Emotional Disturbances 3 CISP 655 Field Exp: Multicategorical Special Education 3

III. Master=s Courses

Ed.F. 621 Educational Research & Writing 3 Ed.F. 616 Advanced Studies - Human Development 3 CISP 627 Issues in Sp. Ed. or CISP 629, Sp.Ed. Seminar 3 CISP 611 Special Education Research - Part I 3 CISP 615 Special Education Research - Part II 3

TOTAL HOURS 45 TESTING REQUIREMENTS: All candidates completing the Multi-categorical Program are required to pass the following examinations: Education of Exceptional Students: Core Content Knowledge (Test Code: 0353); and the Education of Exceptional Students; Mild to Moderate Disabilities (Test Code: 0542). Students may complete this program as a component of a master=s degree program in Special Education or as a free-standing professional development program. Admission requirements are the same as those stated for all Special Education students (See Graduate Catalog). __________________________________ ____________________________________ Student=s Signature Date Advisor=s Signature Date __________________________________ ____________________________________ Program Director Date Dean Date (Minimum type 8 point Arial)


31

Appendix II

Faculty Data Sheet

Name: _ Dr. Joyce Meikamp___________ Rank:_____ Professor________ Status (Check one): Full-time _X__ Part-time_____ Adjunct_____ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Doctor of Education___________ Date Degree Received: _1984__ Conferred by: ___ Ball State University ______________ Area of Specialization: _Special Education_____ Professional Registration/Licensure_______________ Agency: _Council for Exceptional Children___ Years non-teaching experience ________ Years of employment other than Marshall __8______ Years of employment at Marshall __13______ Years of employment in higher education __21______ Years in service at Marshall during this period of review ________ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment 2003 Summer CISP 553 Curriculum for the Mentally Retarded 16 2003/Summer CISP 649 Field Experience Emotional Disturbance 29 2003/Summer CISP 646 Field Experience Learning Disabilities 32 2003/Summer 2003/Fall 2003/Fall 2003/Fall 2003/Fall 2003/Fall 2004/Spring 2004/Spring 2004/Spring 2004/Spring 2004/Spring 2004/Summer 2004/Summer 2004/Summer 2004/Summer 2004/Fall 2004/Fall 2004/Fall 2004/Fall 2004/Fall 2005/Spring 2005/Spring 2005/Spring 2005/Spring 2005/Summer 2005/Summer 2005/Summer 2005/Summer 2005/Summer

CISP 651 CISP 553 CISP 646 CISP 649 CISP 651 CISP 655 CISP 553 CISP 646 CISP 649 CISP 651 CISP 655 CISP 553 CISP 646 CISP 649 CISP 655 CISP 553 CISP 646 CISP 649 CISP 651 CISP 655 CISP 553 CISP 646 CISP 651 CISP 655 CISP 553 CISP 646 CISP 649 CISP 651 CISP 655

Field Experience Mental Retardation Curriculum for the Mentally Retarded Field Experience Learning Disabilities Field Experience Emotional Disturbances Field Experience Mental Retardation Field Experience Multi-Categorical Curriculum for the Mentally Retarded Field Experience Learning Disabilities Field Experience Emotional Disturbances Field Experience Mental Retardation Field Experience Multi-Categorical Curriculum for the Mentally Retarded Field Experience Learning Disabilities Field Experience Emotional Disturbances Field Experience Multi-Categorical Curriculum for the Mentally Retarded Field Experience Learning Disabilities Field Experience Emotional Disturbances Field Experience Mental Retardation Field Experience Multi-Categorical Curriculum for the Mentally Retarded Field Experience Learning Disabilities Field Experience Mental Retardation Field Experience Multi-Categorical Curriculum for the Mentally Retarded Field Experience Learning Disabilities Field Experience Emotional Disturbances Field Experience Mental Retardation Field Experience Multi-Categorical

22 20 5 2 4 3 21 10 3 4 7 16 8 5 22 16 5 1 1 10 21 5 3 6 27 7 3 2 23

NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. *As Coordinator of Clinical and Field-Based Experiences, Dr. Meikamp serves as the “Instructor of Record” for most CISP clinical experiences.

Date Created: March 6, 2002 (1:35PM); Date Revised February 23, 2006 (3:55PM) ProgRev2005 SpEd 2-16-06 Office of Program Review and Assessment, Academic Affairs, Marshall University, Huntington, WV 2555 - 32 -

1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). Meikamp, J. & Suppa, C. (In Press) Review of the adaptive behavior assessment system-second edition. In B.

Plake, J. Impara, & R. Spies (Eds.), The Sixteenth Mental Measurements Yearbook, Lincoln, NE: University of Nebraska.

Meikamp, J. & Suppa, C. (In Press) Review of Wechsler memory scale-third edition abbreviated. In B. Plake, J.

Impara, & R. Spies (Eds.), The Sixteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska.

Meikamp, J. (2003) Review of eyberg child behavior inventory and sutter-eyberg student behavior inventory-

revised. In B. Plake, J. Impara, & R. Spies (Eds.), The Fifteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska.

Meikamp, J. (2003). Review of Cognitive Abilities Scales-Revised. In B. Plake, J. Impara, & R. Spies (Eds.) The

Fifteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska. Meikamp, J. (1999). Review of das-naglieri cognitive assessment system. In B.S. Plake & J.C. Impara (Eds.) The

Fourteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska. Meikamp, J. (1999). Review of working-assessing skills, habits, and style. In B.S. Plake & J.C. Impara (Eds.) The

Fourteenth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska. 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,

and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in professional organizations. Council for Exceptional Children

American Association on Mental Retardation

6 Externally funded research grants and contracts you received. 7 Awards/honors (including invitations to speak in your area of expertise) or special recognition. 8 Community service as defined in the Greenbook. 9 Appalachian Reading Center, South Charleston, WV Board Member


Name: _ Molly Simonton___________ Rank:_____ Deaf and Hard of Hearing Project Director________ Status (Check one): Full-time _X__ Part-time_____ Adjunct_____ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______ Master of Science in Education ___________ Date Degree Received: _1999__ Conferred by: ___ University of Nebraska ______________ Area of Specialization: _Literacy Development and Instruction_____ Professional Registration/Licensure_______________ Agency: National Association of the Deaf Years non-teaching experience ________ Years of employment other than Marshall _0_______ Years of employment at Marshall _2_______ Years of employment in higher education _2_______ Years in service at Marshall during this period of review ________ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Sum 03 CIDH 501

CIDH 502 American Sign Language I American Sign Language II

1 8

Fall 03 CIDH 505 Introduction to D/HH 24 Sp 04 CIDH 506 Curr. & Methods for D/HH Students 22 Sum 04 Fall 04 Sp 05 Sum 05

CIDH 502 CIDH 601 CIDH 505 CIDH 601 CIDH 602 CIDH 502

American Sign Language II Practicum I Introduction to D/HH Practicum I Practicum II American Sign Language II

7 12 6 10 5 7

NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. Fall 2001 Augustana College Sioux Falls, South Dakota Preparing Future Faculty Mentor Institution Curriculum and Instruction for Deaf and Hard of Hearing Spring 2002 Gallaudet University Washington, D.C. Preparing Future Faculty Mentor Institution 5 Professional development activities, including professional organizations to which you belong and state, regional, national,

and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in professional organizations.

National Association of the Deaf, 2004 – present

Association of College Educators – DHH, 2003 – present


Council for Exceptional Children, 2000 – present

International Reading Association, 2000 – present

Council on the Education of the Deaf, 1997 – present

6 Externally funded research grants and contracts you received. 7 Awards/honors (including invitations to speak in your area of expertise) or special recognition. Who's Who of American Women - Featured in 24th Edition Spring 2001 Certificate of Recognition for Contributions to Students The Parents Association The Teaching Council of the University of Nebraska - Lincoln Nebraska Educational Television Council for Higher Education Connections Newsletter Feature in April 2001 Newsletter Fall 2001 - Spring 2002 Preparing Future Faculty - one of twenty University of Nebraska graduate students selected to participate in this nationally recognized organization. Spring 2002 Certificate of Recognition for Contributions to Students The Parents Association The Teaching Council of the University of Nebraska - Lincoln 8 Community service as defined in the Greenbook.


Name: _ Dr. Christine Roman___________ Rank:_____ Assistant Professor________ Status (Check one): Full-time _X__ Part-time_____ Adjunct_____ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Ph.D.___________ Date Degree Received: _1996__ Conferred by: ___ University of Pittsburgh ______________ Area of Specialization: _Vision and Infancy_____ Professional Registration/Licensure Visual Impairment_______________ Agency: _ Association for the Education and Rehabilitation of the Blind and Visually Impaired ___ Years non-teaching experience ________ Years of employment other than Marshall ___0_____ Years of employment at Marshall ___6_____ Years of employment in higher education ___6_____ Years in service at Marshall during this period of review ________ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Sum 03 CISP 501 Braille Reading and Writing 8 Fall 03 CIVI 602 Visual Impaired Practicum II 3 Fall 03 CIVI 505 Basic Orientation and Mobility Skills 8 Sp. 04 Sum 04 Sum 04 Fall 04 Sp. 05 Sum. 05

CIVI 500 CIVI 506 CIVI 502 CIVI 503 CIVI 504 None

Introduction to Visual Impairment Visual Impaired Practicum I Structures and Functions of the Human Visual System Instructional Strategies for Teaching Students with VI Instructional Strategies for Teaching Students with Multiple Imp.

10 6 9 6 9

NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. Utley, B. & Roman, C. A. (chapter, Assessment of Children with Visual Impairment & Additional Disabilities) in:

Visual Impairment in Children with Additional Disabilities. 1999-2000.. In Preparation Roman, C. A. The Validation of An Interview Instrument to Identify Behaviors Characteristic of Cortical Visual

Impairment in Infants at Risk for Cortical Visual Impairment Roman, C. A. in preparation: Cortical Visual Impairment. American Foundation for the Blind 4 Papers presented at state, regional, national, or international conferences. Presentation at Medical Grand Rounds, “Overview of CVI and Educational Treatments”, Tucson, Arizona, May 22, 2003. Participation as invited member on panel of experts sponsored by APH, “CVI, Bridging Medical & Educational Perspectives”, residence of Jim Jan, MD, Vancouver, British Columbia, May 16, 2003. Classroom consultations at The New England Deaf-Blind Center, Perkins School for the Blind, Boston, Massachusetts, January 29-31, 2003. Keynote address, Ohio State AER Meeting, “Going Out on a Limb”, Columbus, Ohio, November 7, 2002


CVI Synergy Project report at The American Printing House for the Blind Annual Meeting, Louisville, Kentucky, October 11, 2002. Presentations, Texas State Conference for Teachers of the Visually Impaired, “Cortical Visual Impairment: Early Identification”, “Cortical Visual Impairment Intervention Techniques”, and , “Working with Neonates”, El Paso, Texas, June 15 & 16, 2000. Presentations, West Virginia Summer Institute for Vision Educators, “The Role & Function of Teachers of the Visually Impaired” & “Case Studies-Cortical Visual Impairment”, August, 1999. Development Committee; Curriculum for Teachers of the Visually Handicapped, "Focus on Individualized Programming for the Visually Handicapped -- Part Two: Goals and Objectives." Authored section on Sensory Stimulation, 1977. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,


Association for the Education and Rehabilitation of the Blind and Visually Impaired

Council for Exceptional Children -Division for the Visually Impaired -Division for Early Childhood 6 Externally funded research grants and contracts you received. N/A 7 Awards/honors (including invitations to speak in your area of expertise) or special recognition. Court Appointed Special Advocate (CASA) volunteer, 1996-present. Peer reviewer for “The Journal of Visual Impairment and Blindness”, 1998-02. Member, West Virginia State Task Force on Vision, 2000-01. Member, University Advisory Board for the Early Intervention Training Center for Infants and Toddlers with Visual Impairments and Their Families, 2001-02. 8 Community service as defined in the Greenbook.


Name: _ Dr. Mike Sullivan___________ Rank:_____ Professor________ Status (Check one): Full-time _X__ Part-time_____ Adjunct_____ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Ed.D.___________ Date Degree Received: _1986__ Conferred by: ___ West Virginia University ______________ Area of Specialization: _Educational Administration / Special Education_____ Professional Registration/Licensure_Mental Retardation, Behavior Disorders, Elementary Principal, Secondary Principal_____ Agency:_WV Board of Education______________ Years non-teaching experience ________ Years of employment other than Marshall ___12_____ Years of employment at Marshall ___19_____ Years of employment in higher education ___23_____ Years in service at Marshall during this period of review ________ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Sum 03 CISP 520

CISP 521 Introduction to Exceptional Child Child With Exceptionalities

24 23

Fall 03 Fall 03

CISP 521 CISP 649

Child With Exceptionalities Practicum BD

27 6

Sp 04 Sp 04 Sp 04 Sp 04

CISP 520 CISP 521 CISP 649 CISP 580

Introduction to Exceptional Child Child With Exceptionalities Practicum BD Sp. Tp.: Sp. Ed. Finance /Issues

18 13 6 1

Sum 04 Sum 04 Fall 04 Fall 04 Fall 04 Sp. 05 Sp. 05 Sp. 05 Sp. 05 Sum 05 Sum 05

CISP 520 CISP 521 CISP 520 CISP 521 CISP 649 CISP 520 CISP 521 CISP 649 CISP 580 CISP 520 CISP 521

Introduction to Exceptional Child Child With Exceptionalities Introduction to Exceptional Child Child With Exceptionalities Practicum BD Introduction to Exceptional Child Child With Exceptionalities Practicum BD Sp.To.: Sp.Ed. Finance/Issues Introduction to Exceptional Child Child With Exceptional Child

17 22 26 24 1 15 25 4 1 27 22

NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. Attended State and national Special Education professional organization annual conferences in each of last five years. 3 Discipline-related books/papers published (provide a full citation).

Sullivan, M.E. (2004). Meeting the Demand for Low-Incidence Teachers. Conference proceedings of the American Council on Rural Special Education. Orlando, FL (Juried).

Sullivan, M.E. (2003). Get on Board! Alternative Certification As a Means to Combat Teacher Shortages. Conference proceedings of the American Council on Rural Special Education. Reno, NV (Juried).

Sullivan, M.E. (2001). Teaming up for Low-incidence Training. Conference proceedings of the American Council on Rural Special Education. San Diego, CA (Juried).

Sullivan, M.E. (2000). The state advisory panel function: Leadership issues in rural special education. Conference proceedings of the American Council on Rural Special Education. Alexandria, VA (Juried).


4 Papers presented at state, regional, national, or international conferences. Invited Panelist - Special Education Summit (2003, 2004, 2005), Charleston, WV. Invited Moderator, Panel: Special Education Challenges for Higher Education (September 2002), Charleston, WV. Invited Moderator, Panel: Special Education Issues in Higher Education (July 2002), Charleston, WV. Staff Development (Webster County Schools) - two sessions, August 2002. Staff Development (Wood County Schools) - for teachers, April 2002. Staff Development (RESA V) - one session, October, 2001. Inservice on Methods of Managing Aggressive Behavior, Webster County Schools, Webster Springs (Fall l989). 5 Professional development activities, including professional organizations to which you belong and state, regional, national,


American Council on Rural Special Education (conferences 2000. 2001, 2002, 2004) American Association of Colleges for Teacher Education (Board Member) Council for Exceptional Children, Council of Administrators of Special Education (Higher Ed. Representative) Association for Supervision and Curriculum Development West Virginia Council for Exceptional Children Phi Delta Kappa 6 Externally funded research grants and contracts you received. Sullivan, M.E. (2000-2004). WV Advisory Council for the Education of Exceptional Children. A grant funded by the WV Department

of Education, Charleston, WV ($78,000 annually). 7 Awards/honors (including invitations to speak in your area of expertise) or special recognition. 8 Community service as defined in the Greenbook. Member, WV Commission for Deaf and Hard of Hearing (1999 – present) Member, Steering Committee, WV State Improvement Grant (2004) Executive Director, WV Advisory Council for the Education of Exceptional Children


Appendix II Faculty Data Sheet (for the period of this review)

Name: _ Dr. Ron Wolf___________ Rank:_____ Professor________ Status (Check one): Full-time _X__ Part-time_____ Adjunct_____ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Ph.D.___________ Date Degree Received: _1983__ Conferred by: ___ University of Kansas ______________ Area of Specialization: _Special Education/ Learning Disabilities_____ Professional Registration/Licensure_______________ Agency: _______________ Years non-teaching experience ________ Years of employment other than Marshall __6______ Years of employment at Marshall __16______ Years of employment in higher education __22______ Years in service at Marshall during this period of review ________ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment

Sum 03 CISP 510 CISP 523

Instructional Practices/Ex. Child Learning Disabilities

23 13

Fall 03

CISP 647 CISP 510 CISP 611

Educ. Of LD Instructional Practices/Ex. Child Sp. Ed. Research I

14 19 8

Sp. 04 CISP 510 CISP 510 CISP 615

Instructional Practices/Ex. Child Instructional Practices/Ex. Child Sp. Ed. Research II

13 11 7

Sum 04 Fall 04 Sp. 05 Sum 05

CISP 510 CISP 523 CISP 611 CISP 611 CISP 510 CISP 510 CISP 615 CISP 615 CISP 523 CISP 510

Instructional Practices/Ex. Child Learning Disabilities Sp. Ed. Research I Sp. Ed. Research I Instructional Practices/Ex. Child Instructional Practices/Ex. Child Sp. Ed. Research II Sp. Ed. Research II Learning Disabilities Instructional Practices/Ex. Child

22 20 8 13 21 22 6 10 22 8

NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. Coordinator of West Virginia's SIM Teacher Training Network Regional Representative, University of Kansas Center for Research on Learning 3 Discipline-related books/papers published (provide a full citation). Refereed Monograph Reisberg, L., & Wolf, R. (1986). Developing a consulting program in special education:

Implementation and interventions. Focus on Exceptional Children, 19(3), 1-14.


Refereed Articles Wolf, R. (1999). Instructional decisions: Implications for learning strategies training and

implementation. Stratagram, University of Kansas Center for Research on Learning (accepted publication).

Wolf, R., & Daquilante, R. (1999). Designing academic programs for incarcerated youth.

(Submitted for review University of Kansas Center for Research on Learning, Fall 1999).

4 Papers presented at state, regional, national, or international conferences. National/Regional Wolf, R., Daquilante, R., & Andrews, F. (2000). Implementing Comprehensive Educational

Reform in Institutional Settings. National Title I Conference. New Orleans, LA. Wolf, R. (1999). Academic programming for incarcerated youth. Presented at the Ninth

Annual Symposium on Special Education. Western Carolina University. Wolf, R., & Daquilante, R. (1999). Raising Academic Performance of Incarcerated Youth

with Learning Strategies Instruction. Northeast Regional Strategies Intervention Conference. Charleston, WV.

State Presentations Coordinator/Presenter, WVSIM Statewide Conference, Bridgeport, WV (2003). Wolf, R. (1999). Examination of Educational Needs of Incarcerated Youth. Presented to

selected members of WV Legislature at Salem Industrial Home for Youth. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,


Member, Review Panel, Montclair University, Montclair, NJ, 2004. Member, WebCt Users Group, MUGC. 6 Externally funded research grants and contracts you received. 7 Awards/honors (including invitations to speak in your area of expertise) or special recognition. Co-ordinator/Consultant for WVSIM to LEA’s, and RESA’s for Learning Strategy Implementation and Training. 8 Community service as defined in the Greenbook.


ADJUNCT FACULTY



Name: _ Linda M. Palenchar_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______M.A. ____________________ Date Degree Received: ____1987____________ Conferred by: West Virginia College of Graduate Studies___________________________________________ Area of Specialization: ___Specific Learning Disabilities ________________________________________________________ Professional Registration/Licensure Learning Disabilities___________ Agency: WV Department of Education_______ Years non-teaching experience ________ Years of employment other than Marshall ________ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review ____2___ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Sum 04 CISP 647-401 Education of Learning Disabled 8 Sprg 05 CISP 647-203 Education of Learning Disabled 15 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,


6 Externally funded research grants and contracts you received. 7 Awards/honors (including invitations to speak in your area of expertise) or special recognition. 8 Community service as defined in the Greenbook.



Name: _ Nancy G. Burton_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______M.A.____________________ Date Degree Received: ____1997____________ Conferred by: West Virginia College of Graduate Studies___________________________________________ Area of Specialization: ____ Special Education ________________________________________________________ Professional Registration/Licensure Multi-categorical _ Agency: Concord University______________________ Years non-teaching experience ________ Years of employment other than Marshall ____23__ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review ______3_ (adjunct List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 523-102 Learning Disabilities 13 Sprg 04 CISP 647-202 Education of Learning Disabled 18 Fall 04 CISP 647-101 Education of Learning Disabled 18 Sprg 05 CISP 523-202 Learning Disabilities 23 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Ronald Lee Cyrus_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______M.A. ____________________ Date Degree Received: ____1974____________ Conferred by: Marshall University_______________________________________________________________ Area of Specialization: ____ Special Education (Learning Disabilities & Mental Retardation)__________________ Professional Registration/Licensure Mental Retardation_____ Agency: RESA III (retired)____________________ Years non-teaching experience ________ Years of employment other than Marshall ___33___ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review _____5__ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 562-101 4 Fall 03 CISP 562-102 4 Sprg 04 CISP 560-202 12 Sprg 04 CISP 561-202 13 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Thomas Iles_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______PhD ____________________ Date Degree Received: ____1978____________ Conferred by: Ohio State University_______________________________________________________________ Area of Specialization: ____Exceptional Children ________________________________________________________ Professional Registration/Licensure Learning Disabilities, Mental Retardation_ Agency: WV Department of Education (retired) Years non-teaching experience ________ Years of employment other than Marshall ___30___ Years of employment at Marshall ____6__ (full-time) Years of employment in higher education ________ Years in service at Marshall during this period of review ____5___ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 647-103 6 Sprg 04 CISP 627-201 8 Fall 04 CISP 627-102 9 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Victoria A. Smolsky_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______M.A. ____________________ Date Degree Received: ____1977____________ Conferred by: West Virginia College of Graduate Studies_______________________________________________ Area of Specialization: ___Specific Learning Disabilities ________________________________________________ Professional Registration/Licensure Multi-categorical_____ Agency: Raleigh County Schools_____________________ Years non-teaching experience ________ Years of employment other than Marshall ____31__ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review ______5_ adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 626-103 Diagnostic Clin Practices 8 Sprg 04 CISP 626-202 Diagnostic Clin Practices 7 Sum 04 CISP 626-402 Diagnostic Clin Practices 14 Fall 04 CISP 626-103 Diagnostic Clin Practices 9 Sprg 05 CISP 626-202 Diagnostic Clin Practices 7 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Dr. Dee Braley_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Ed.D.____________________ Date Degree Received: ____1993____________ Conferred by: Virginia Polytechnic and State University____________________________ Area of Specialization: ____ Administration and Supervision of Special Education ______________________ Professional Registration/Licensure Sp. Ed. Administration_______ Agency: WV Dept. of Education (retired)____ Years non-teaching experience ________ Years of employment other than Marshall ___30___ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review ____5___ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 627-102 10 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Frances E. Clark_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Ed.D____________________ Date Degree Received: ____1997____________ Conferred by: Nova Southeastern University_______________________________________________________________ Area of Specialization: ____ Child and Youth Studies ________________________________________________________ Professional Registration/Licensure Behavior Disorders___ Agency: WV Dept. of Education_________________________ Years non-teaching experience ________ Years of employment other than Marshall ____27__ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review _____5__ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 645-101 16 Sprg 04 CISP 524-201 26 Sum 04 CISP 645-401 20 Fall 04 CISP 524-102 18 Sprg 05 CISP 645-202 18 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Frederick Wolfersheim_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______Ed.D ____________________ Date Degree Received: ____1994____________ Conferred by: West Virginia University_______________________________________________________________ Area of Specialization: __Education Administration ________________________________________________________ Professional Registration/LicensurePrincipal, School Psychology, Behavior Disorders_ Agency: Webster County Schools_ Years non-teaching experience ________ Years of employment other than Marshall ____29__ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review _____5 _ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 03 CISP 524-103 25 Sprg 04 CISP 645-202 25 Sum 04 CISP 524-401 25 Fall 04 CISP 645-101 22 Sprg 05 CISP 524-201 23 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,





Name: _ Kay Johnston_______ Rank: _ Professor___________________ Status (Check one): Full-time _____ Part-time_____ Adjunct__X___ Current MU Faculty: __X_ yes ___no Highest Degree Earned: ______M.A. ____________________ Date Degree Received: ____1972____________ Conferred by: West Virginia College of Graduate Studies____________________________________________ Area of Specialization: ____Mental Retardation ___________________________________________________ Professional Registration/Licensure Mental Retardation____ Agency WV Dept. of Education________________ Years non-teaching experience ________ Years of employment other than Marshall ________ Years of employment at Marshall ________ Years of employment in higher education ________ Years in service at Marshall during this period of review ____2___ (adjunct) List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Sum 04 CISP 627-401 Issues Special Education 23 Sprg 05 CISP 627-201 Issues Special Education 25 NOTE: Part-time adjunct faculty does not need to fill in the remainder of this document. 1 If your degree is not in your area of current assignment, please explain. (For each of the following sections, list only events during the period of this review and begin with the most recent activities. 2 Activities that have enhanced your teaching and or research. 3 Discipline-related books/papers published (provide a full citation). 4 Papers presented at state, regional, national, or international conferences. 5 Professional development activities, including professional organizations to which you belong and state, regional, national,




Appendix II

Faculty Data Sheet (Adjunct Faculty)

Name: ____Susan R. DeFazio________________________________________ Rank:________________________ Status (Check one): Full-time_____ Part-time_____ Adjunct __X___ Current MU Faculty: ___ yes ___no Highest Degree Earned: ____M.A. + 60______________________ Date Degree Received:_____1975_________ Conferred by: _______Marshall University____________________________________________________________ Area of Specialization: _____Elementary Education, Special Education_____________________________________ Professional Registration/Licensure_______________ Agency: ____________________________________ Years non-teaching experience ________ Years of employment other than Marshall __33____ Years of employment at Marshall __15____ Years of employment in higher education ________ Years in service at Marshall during this period of review __15____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment 2005 Fall CISP 435 General programming for Mildly Disabled 9 2005/Spring CISP 535 General programming for Mildly Disabled 23 2004/Fall CISP 435 General programming for Mildly Disabled 12 2004/Spring CISP 535 General programming for Mildly Disabled 22


Appendix II

Faculty Data Sheet (for the period of this review)

Name:___________Robert Angel_______________ ____Rank:___Professor _____________________ Status (Check one): Full-time__X___ Part-time_____ Adjunct_____ Current MU Faculty: X__yes ___no Highest Degree Earned: __.________PH.D.________________Date Degree Received:___ _DEC 77____________ Conferred by:____ ____University of Arizona_________________________________________________ Area of Specialization ____Special Education________________________ Professional Registration/Licensure___________________________________________ Agency:______ _________________ Years non-teaching experience ________ Years of employment other than Marshall ___ 3___ Years of employment at Marshall ___28___ Years of employment in higher education ___29___ Years in service at Marshall during this period of review ___5____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fa/03 CISP 320 Survey of Exceptional Children 1 27 Fa/03 CISP 429 Intro to Physical Handicaps 7 Fa/03 CISP 529 Intro to Physical Handicaps 10 Fa/03 CISP 627 Issues in Special Edu 13 Fa/03 CISP 661 Intro to Preschool Special Education 9 Fa/03 CISP 663 Develop Issues in preschool Special Edu 9 Fa/03 UNI 101 New Student Seminar 17 Sp/04 CISP 320 Survey of Exceptional Children 1 16 Sp/04 CISP 421 Children w/Exceptionalities 33 Sp/04 CISP 554 Working with Families of Exceptional Children 11 Sp/04 CISP 629 Seminar in special Education 18 Sm/04 CISP 666 Curriculum and Methods in Preschool Special Education 11 Sm/04 CISP 673 Field Exp: Preschool Special Needs 2 Sm/04 CISP 674 Practicum: Preschool Special Needs 3 Sm/04 CI 580 Special Topics: Intro to preschool Inclusion 15 Sm/04 CISP 580 Special Topics: Intro to preschool Inclusion 6 Sm/04 CI 480 Special Topics: Intro to preschool Inclusion 14 Fa/04 CISP 320 Survey of Exceptional Children 1 32 Fa/04 CISP 627 Issues in Special Edu 22 Fa/04 CISP 529 Intro to Physical Handicaps 8 Fa/04 CISP 661 Intro to Preschool Special Education 8 Fa/04 UNI 101 New Student Seminar 15 Sp/05 CISP 320 Survey of Exceptional Children 1 20 Sp/05 CISP 428 Special Needs in Early Childhood 8 Sp/05 CISP 629 Seminar in Special Education 20 Sp/05 CISP 554 Working with Families of Exceptional Children 10


Appendix II Faculty Data Sheet

(for the period of this review) Name:__Melisa Reed___________________________Rank:__Associate Professor______________________ Status (Check one): Full-time__X__ Part-time_____ Adjunct_____ Current MU Faculty: __X_yes ___no Highest Degree Earned: __Ed.D._____________________Date Degree Received:_12/28/2001____________ Conferred by:____West Virginia University_______________________________________________________ Area of Specialization:__Educational Psychology (minor in special education)___________________________ Professional Registration/Licensure_______________ Agency:____________________________________ Years non-teaching experience ___6____ Years of employment other than Marshall ___9____ Years of employment at Marshall ___6____ Years of employment in higher education ___6____ Years in service at Marshall during this period of review ___2_____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment 2005/Fall CISP 420 Survey of Exceptional Children II 10 2005/Fall CISP 524 Emotional Disturbances 26 2005/Fall CISP 649 Field Experience: Emotional Disturbance 1 2005/Fall CISP 655 Field Experience: Multi-categorical 2 2005/Summer CISP 433 Mental Retardation 5 2005/Summer CISP 520 Intro to Exceptional Children 6 2005/Spring CISP 420 Survey of Exceptional Children II 17 2005/Spring CISP 645 Education of Emotional Disturbances 22 2004/Fall CISP 420 Survey of Exceptional Children II 13 2004/Fall CISP 524T Emotional Disturbances 21 2004/Fall CISP 646 Field Experience: Learning Disability 1 2004/Fall CISP 649 Field Experience: Emotional Disturbances 4 2004/Fall CISP 651 Field Experience: Mental Retardation 2 2004/Fall CISP 655 Field Experience: Multicategorical 2 2004/Summer CISP 521 Children with Exceptionalities 6 2004Spring CISP 420 Survey of Exceptional Children II 11 2004/Spring CISP 645 Education of Emotional Disturbances 13 2004/Spring CISP 615 Special Education Research II 12 1 If your degree is not in your area of current assignment, please explain. NA 2 Activities that have enhanced your teaching and or research.

• Teach students to use basic technology that would be available to educators and many families; teach students to evaluate as well as use instructional technology.

• Developing CISP 615 to be offered in 2004 • Advise undergraduate and graduate students • Committee member for doctoral student in WVU special education program • “Why Not Use Manupulatives with Students Who have Special Needs”. Written with Dr. Paula Lucas. Submitted

to Teaching Children Mathematics. • Case Studies in functional behavioral assessment”. To submit to Education and Treatment of Children. • Developed CISP 420 in summer 1999, first implemented in Fall 2000.

3 Discipline-related books/papers published (provide a full citation).

• Two untitled manuscripts in progress-1 to Education and Treatment of Children, 1-to Behavior Disorders. 4 Papers presented at state, regional, national, or international conferences.


Reed 2 5 Professional development activities, including professional organizations to which you belong and state,

regional, national, and international conferences attended. List any panels on which you chaired or participated. List any offices you hold in professional organizations.

• Implemented new course-CISP 615 • Developed and implemented CISP 524-T • Advised undergraduate MI, graduate BD, Multicategorical, and Autism • Served on the dissertation committee for doctoral students in WVU’s special education program • Evaluate student capstone projects; serve on committees that determine capstone content and evaluation

methods • Attend State special Education Director’s meetings in Aug and Dec. • Member Council for Exceptional Children • Member Council for children with Behavior Disorders • Member WV Council for Exceptional Children • Transition for Students in Alternative Programs, International Council for Children with Behavioral disorders, Oct

2004. • Attended Council for Children with Behavioral Disorders, Oct. 2004 • Attended WV Council for Exceptional Children, Nov 2004. • Attended WV Council for Exceptional Children, Nov 2005. • Invited textbook reviewer for The inclusive Classroom • Faculty senate • Vice-president Executive Committee • Chair, Ad Hoc constitutional Committee (Fall 2003) • Member, Ad Hoc Constitutional Committee (Spring 2004) • Search committee member for opening in Biology Department • Scholarship committee • Portfolio committee • Clinical evaluations committee • Assessment committee • COEHS Handbook committee • Various NCATE committees • Leadership team • Capstone evaluations • Helped organize the COEHS poster session for NCATE • Chair for search committees • Program coordinator for special education • Organized open house for special education program • Faculty advisor for Student Council for Exceptional Children • Trained to be program reviewer for NCATE, New York City, April 2002. • Presented poster at Fourth International Conference on Children and Youth with Behavioral Disorders.


• Cabell county Schools-continuous Improvement and Focused Monitoring Process (Team Member • Fall 2004) • Cabell County Schools-completed program evaluation for their alternative school • Director of Mountaineer Spina bifida Camp • Board member, Mountaineer Spina Bifida Camp (vice-president of the board) • Member of WV state training team for Positive Behavior Support • Mentor for Central City Reading Connection • Red Cross: Disaster Services volunteer • Armed Forces Case Worker • Family Services Case Manager • Consultation with Head Start

Member of WV state training team for Positive



(Adjunct Faculty) Name: __Kimberly Ramsey__________________________________________ Rank:________________________ Status (Check one): Full-time_____ Part-time____ Adjunct __x___ Current MU Faculty: _x_yes ___no Highest Degree Earned: _Ed. D._________________________ Date Degree Received:___9-11-01_____________ Conferred by: ___Nova Southeastern University_______________________________________________________________ Area of Specialization: ____Child, Youth, Family Studies_________________________________________________________ Professional Registration/Licensure _ K-12 special education; K-adult, autism; 1-8 Elementary Education Agency: ____WV Department of Education Years non-teaching experience __0______ Years of employment other than Marshall _ 3______ Years of employment at Marshall _13______ Years of employment in higher education _13______ Years in service at Marshall during this period of review __2______ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment 2005/Fall CISP 664 101 1684 Practicum in Autism 8 2005/Spring CISP 664 201 1684 Practicum in Autism 8 2004/Fall CISP 664 101 1702 Practicum in Autism 8 2004/Spring CISP 664 201 1745 Practicum in Autism 8 2003/Fall CISP 664 101 1684 Practicum in Autism 8 2003/Spring CISP 664 201 1660 Practicum in Autism 8



(for the period of this review) Name:______James O. Burton______________________________Rank:_______Assistant Professor_________________ Status (Check one): Full-time__X___ Part-time_____ Adjunct_____ Current MU Faculty: _X__yes ___no Highest Degree Earned: ___Ed.D._______________________Date Degree Received:___May 15, 2005_____________ Conferred by:________West Virginia University________________________________________________ Area of Specialization:________Special Education & Social Work_________________________________ Professional Registration/Licensure______French (5-12), SLD (K-12, EBD (K-12) Agency ________WVDE______ Years non-teaching experience ________ Years of employment other than Marshall ___4_____ Years of employment at Marshall ___4_____ Years of employment in higher education ___6_____ Years in service at Marshall during this period of review ___4____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment SP/O5 CISP 453 Education of the Mentally Retarded 4 CISP 520 INTRO TO EXCEPTIONAL Children 25 CISP 553 Edu of the Mentally Retarded 11 CISP 649 Field Exp: Emotional Disturbance 1 CISP 651 Field Exp: Mental Retardation 2 CISP 655 Field Exp: MultiCategorical 1 FA/04 CISP 453 Education of the Mentally Retarded 10 CISP 520 Intro to Exceptional Children 20 CISP 533 Intro to Mental Retardation 13 CISP 626 Diagnostic – Clinical Practices 13 SM/04 CISP 520 Intro to Exceptional Children 11 CISP 629 Special Education Seminar 13 13



(for the period of this review) Name:_Edwina Pendarvis___________________________________________Rank:________________________ Status (Check one): Full-time__X___ Part-time_____ Adjunct_____ Current MU Faculty: ___yes ___no Highest Degree Earned: _Ed.D_________________________Date Degree Received:_1983_______________ Conferred by:_University of Kentucky__________________________________________________________________ Area of Specialization:_Special Education____________________________________________________________ Professional Registration/Licensure_______________ Agency:____________________________________ Years non-teaching experience ____1____ Years of employment other than Marshall ____8____ Years of employment at Marshall ____26____ Years of employment in higher education ____26____ Years in service at Marshall during this period of review ____5____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment 2003 Fall CISP 439 Assessment in Special Education 12 2003 Fall CISP 602 Education of Gifted 8 2003 Fall CISP 611 Special Education Research I 12 2004 Spring Hon 396 Tests, Tests, and More Tests 18 2004 Spring CISP 601 Psychological Foundations of Gifted 10 2004 Spring CISP 603 Field Experience in Gifted Education 7 2004 Fall CISP 439 Assessment in Special Education 8 2004 Fall CISP 526 Introduction to Gifted 13 2004 Fall CISP 611 Special Education Research I 10 2005 Spring CISP 602 Education of Gifted 10 2005 Spring CISP 603 Field Experience in Gifted Education 5 2005 Spring CISP615 Special Education Research II 10



(for the period of this review) Name:__Debra Conner__________________________________________Rank:_Assistant Professor_______________________ Status (Check one): Full-time_X____ Part-time_____ Adjunct_____ Current MU Faculty: _X__yes ___no Highest Degree Earned: _Masters+75_________________________Date Degree Received:________________ Conferred by:___________________________________________________________________ Area of Specialization:_Special Education____________________________________________________________ Professional Registration/Licensure_Certified Multi-Categorically in Special Education______________ Agency:____________________________________ Years non-teaching experience ___0_____ Years of employment other than Marshall ___4_____ Years of employment at Marshall ___5_____ Years of employment in higher education ___5_____ Years in service at Marshall during this period of review ___2_____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment Fall 2003 CISP 520 Characteristics of Exceptionalities 12 Fall 2003 CISP 533 Introduction to Mental Retardation 8 Spring 2004 CISP 521 Characteristics of Exceptionalities 15 Spring 2004 CISP 533 Introduction to Mental Retardation 18 Fall 2004 CISP 421-Mon. 4:00 Introduction to Exceptional Children 13 Fall 2004 CISP 421 Mon. 6:30 Introduction to Exceptional Children 26 Fall 2004 CISP 421-Tues.6:30 Introduction to Exceptional Children 27 Spring 2004 CISP 421-Mon.4:00 Introduction to Exceptional Children 18 Spring 2004 CISP 421-Tues.6:30 Introduction to Exceptional Children 25 Spring 2004 CISP 421-TR.6:30 Introduction to Exceptional Children 19



(for the period of this review) Name:________Barbara Guyer____________________________________Rank:_______Professor_________________ Status (Check one): Full-time__X___ Part-time_____ Adjunct_____ Current MU Faculty: _X__yes ___no Highest Degree Earned: ___Ed.D._______________________Date Degree Received:___1977_____________ Conferred by:_________University of Virginia________________________________________________ Area of Specialization:________Learning Disabilities and Educational Administration_________________________________ Professional Registration/Licensure__________Learning Disabilities & Principal Agency ________Marshall University ____________________________ Years non-teaching experience ________ Years of employment other than Marshall ___11_____ Years of employment at Marshall ___30_____ Years of employment in higher education ___31_____ Years in service at Marshall during this period of review ____5____ List courses you taught during the final two years of this review. If you participated in a team-taught course, indicate each of them and what percentage of the course you taught. For each course include the year and semester taught, course number, course title and enrollment. (Expand the table as necessary) Year/Semester Alpha Des. & No. Title Enrollment 2003 Spring CISP523 Intro to LD 18 2003 Spring CISP647 Educ. of LD 10 2003 Fall CISP523 Intro to LD 15 2004 Fall CISP523 Intro to LD 11 2004 Fall CISP521 Beh. Of Exceptional Children 28 2004 Fall CISP647 Educ. of LD 10 2004 Spring CISP647 Educ. of LD 10 2004 Spring CISP646 Practicum LD 4 2005 Spring CISP647 Educ. of LD 14 2005 Spring CISP523 Intro to LD 22


Appendix III Off-Campus Classes

(Note: List courses offered at locations other than the Huntington Campus, or the South Charleston Campus.) Please include the courses offered in the past 2 years. Year Location Courses Offered EnrollmentSpring 05 Braxton Co.

Moorefield Beckley Statewide (Web)

CIDH 504 CIDH 507 CISP 523 CISP 524 CISP 520 CISP 523 CISP 524 CISP 533 CISP 535 CISP 626 CISP 655 CISP 510E CISP 535 CISP 615 CISP 615

9 15 9 9 15 26 27 25 11 8 6 22 25 6 10

Fall 04 Braxton Co. Moorefield Beckley Statewide (Web)

CIDH 505 CIDH 601 CIVI 503 CISP 520 CISP 533 CISP 521 CISP 535 CISP 553 CISP 626 CISP 627 CISP 645 CISP 647 CISP 649 CISP 655 CISP 510 CISP 535 CISP 611 CISP 611

6 10 9 10 9 24 12 16 10 9 22 18 1 8 21 26 8 13


Spring 04

Beckley Moorefield Braxton Statewide (Web)

CISP 521 CISP 535 CISP 553 CISP 626 CISP 627 CISP 645 CISP 646 CISP 647 CISP 649 CISP 651 CISP 655 CISP 645 CIVI 500 CIDH 504 CIDH 506 CISP 510 CISP 510 CISP 535 CISP 615

14 12 22 7 8 25 0 21 3 0 7 13 10 10 22 13 13 24 7

Spring 04 Beckley Moorefield Braxton Statewide (Web)

CISP 521 CISP 535 CISP 553 CISP 626 CISP 627 CISP 645 CISP 646 CISP 647 CISP 649 CISP 651 CISP 655 CISP 645 CIVI 500 CIDH 504 CIDH 506 CISP 510 CISP 510 CISP 535 CISP 615

14 12 22 7 8 25 0 21 3 0 7 13 10 10 22 13 13 24 7

Fall 03 Fall 03 (cont)

Beckley Beckley

CISP 520 CISP 523 CISP 524 CISP 533 CISP 535 CISP 626 CISP 646

13 14 25 19 5 8 0


Summer 03

Moorefield Statewide (Web) Braxton Beckley Moorefield Statewide (Web) Braxton

CISP 647 CISP 649 CISP 651 CISP 553 CISP 647 CISP 510 CISP 535 CISP 611 CIVI 505 CISP 521 CISP 553 CISP 627 CISP 535 CISP 645 CISP 535 CISP 626 CISP 647 CISP 535 CISP 626 CISP 510 CISP 523 CISP 535 CIVI 501

6 2 5 12 14 21 22 12 8 23 16 8 17 28 17 12 24 14 14 23 13 26 8


Appendix IV Service Courses

Course Number Course Name Year 1

2000-2001 Year 2

2001-2002 Year 3

2002-2003 Year 4

2003-2004 Year 5

2004-2005 Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp

CISP 510 CISP 520 CISP 521 CISP 535 CISP 580

Intro. Instr. Practices Intro. Excep. Children Children With Exceptionalities Gen. Sp. Ed. Programming Sp. Topics

- - - - -

- 10 18 42 1

- 18 36 33 4

- 28 - 29 28

- 35 41 31 -

24 37 21 35 36

25 11 34 47 1

29 54 57 46 15

1 9 44 34 7

23 23 23 56 23

19 36 45 27 -

24 32 28 49 -

22 21 23 26 -

20 56 48 35 -

21 39 44 51 2


Appendix V Program Course Enrollment

(Core Courses Required in All Specializations)

Course Number

Course Name Required/ Elective

Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005

Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp Su Fa Sp

CISP 520 CISP 626 CISP 535 CISP 611 CISP 615 CISP 627 EDF 616 EDF 621

Intro. Excep. Children Diag./Clinical Practices Gen. Sp. Ed. Programming Sp. Ed. Research I Sp. Ed. Research II Trends/Issues Sp. Ed. Adv. Human Development Ed. Research/Writing

R R R R R R R R

- - - - - - 26 88

10 17 42 33 - 11 60 68

18 27 33 1 33 2 88 87

28 26 29 - - - 63 135

35 21 31 40 - 26 81 138

37 25 35 - 39 9 114 198

11 29 47 - - - 41 93

54 38 46 28 - 12 98 106

44 26 34 - 28 13 91 176

23 60 56 - - 8 36 85

36 29 27 47 - 23 67 128

32 21 49 - 45 8 79 122

21 29 26 - - 35 38 106

56 36 35 65 - 31 99 95

39 25 51 - 60 25 98 159

(Note: If you listed courses in Appendix IV, do not list them again in this appendix.) * Indicate all courses other than the service courses here. Please include all special topics courses offered as well as independent studies. When listing Independent studies, please list the number of independent study students enrolled, but DO NOT include individual names or the titles of the independent studies.



Autism Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005



Intro. Autism Instr. Char. Of Autism Practicum: Autism

R R R

- - -

54 - -

- 48 19

- - -

60 - -

- 50 16

- - -

59 - -

- 57 21

- - -

63 - -

- 43 17

- - -

64 - 17

- 49 11



Behavior Disorders Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005



Intro. To Emot. Disturbances Educ. Of Emot Disturbances Field Exp: Emot. Disturb.

R R R

37 26 19

42 21 17

16 36 20

33 23 28

37 11 15

21 24 12

22 21 27

30 18 7

39 35 25

26 28 29

60 16 8

26 50 8

25 22 7

43 22 6

32 45 5



Mentally Impaired Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005



Intro. Mentally Impaired C & I Mentally Impaired Field Exper: Mentally Imp.

R R R

18 16 11

17 15 7

15 17 19

15 14 14

16 23 19

22 25 22

16 23 21

45 12 17

24 26 18

19 16 22

27 32 9

18 30 7

23 16 8

35 16 3

23 32 5



Specific Learning Disabilities Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005



Intro: Learning Disabilities Education of LD Field Exp: LD

R R R

27 13 40

22 10 33

51 11 18

31 17 29

36 12 14

23 19 19

24 25 25

30 17 20

57 9 34

34 32 24

19 6 51

25 15 27

20 9 7

31 6 18

50 5 52



Gifted Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005


CISP 526 CISP 601 CISP 602 CISP 603

Intro. To Gifted Psych. Foundations/Gifted Educ. Of Gifted Field Exp: Gifted

R R R R

- - - -

- - - -

- - 18 6

- - - -

16 - - -

- - - 6

- - - -

- 15 - -

- - - 6

- - - -

- - 12 -

- 9 - 9

- - - -

13 - - -

- - 10 5



Visual Impairments Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005


CIVI 500 CIVI 501 CIVI 502 CIVI 503 CIVI 504 CIVI 505 CIVI 506 CIVI 508

Intro: Visually Impaired Braille Reading/Writing Struct./Funct. of Visual Syst. Instr. Strategies for VI Instr. Strat. for Mult. Impair. Basic Orientation/Mobility Practicum in VI I Practicum in VI II

R R R R R R R R

- 18 - - - - - -

1 - - 19 - - - -

3 1 - 3 20 - - -

- 5 3 - 1 19 - -

- - - - - - - -

7 1 - - - - - -

- 1 9 - - - 1 -

- - - 12 - - - -

- - 2 - 11 - 6 -

- 8 - - - - 5 -

- - - - - 8 - 3

10 - - - - - - -

- - 9 - - - 6 -

- 2 - 9 - - - -

- - - - 9 - - 1



Deaf/Hard of Hearing Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005


CIDH 501 CISH 502 CIDH 504 CIDH 505 CIDH 506 CIDH 507 CIDH 601 CIDH 602

Amer. Sign Language I Amer. Sign Language II Auditory Habilitation Intro: Deaf/HH C & I for D/HH Rdng., Writing & Disc. D/HH Tech/Internship/Pract. I Tech/Internship/Pract. II

R R R R R R R R

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - - - - - -

- - - 24 - - - -

- - 10 - 21 - - -

7 - - - - - 12 -

- - - 4 - - 9 12

- - 8 - - 15 - 5



Pre-School Special Needs Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005


CISP 529 CISP 554 CISP 661 CISP 663 CISP 665 CISP 666 CISP 673 CI 632 CI 634

Intro to Phys. Handicapped Working w/Families/Ex.Child Intro: Preschool/Sp.Ed. Dev. Iss: Preschool SpEd Assess. Preschool SpEd C & I in Preschool SpEd Field Exp: Preschool SpEd ECE: Early Child. Prog. Language/Cognition in ECE

R R R R R R R R R

- - - - - - - - -

9 4 - - - - - 9 -

- 10 - - 10 - - 2 11

- - - - - 9 - 1 -

9 - 11 13 - - 5 5 -

- 8 - - 12 - 4 - 25

- - - - - 11 - - -

15 - 16 10 - - 5 18 -

- 16 - - 10 - 6 - 32

- - - - - 11 - 21 -

10 - 9 9 - - 2 9 -

- 11 - - 9 - 3 - 21

- - - - - 11 2 19 -

8 - 8 8 - - 3 5 -

- 10 - - 8 - 3 - 15



Multi-Categorical Specialization

Course Number


Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005


CISP 655

Field Exp: Multi-Categorical R

- - - - - - - - - - 6 7 23 10 7


Appendix VI Program Enrollment

Students Year 1 2000-2001

Year 2 2001-2002

Year 3 2002-2003

Year 4 2003-2004

Year 5 2004-2005

New Students Admitted 140 169 212 166 154

Principal Majors Enrolled (Fall Semester)

256 302 379 425 458

Area of Emphasis: Area of Emphasis

Area of Emphasis, etc. Second Majors Enrolled*

Other Areas of Emphasis (i.e., education specialization majors)

Minors** Grand Total of Students Enrolled in the

Program 256 302 379 425 458

Graduates of the program 74 65 74 56 82

*If known. This information is not completely accurate at this time, as students often do not declare a second major until the junior evaluation or the student has her/his primary major in another college. **If known. This information is not completely accurate at this time, as students often do not declare minors until the junior evaluation or senior application for graduation.


ATTACHMENT A


MA. IN SPECIAL EDUCATION Admissions Requirements – Special Education Students seeking admission as degree or professional development students must submit all official transcripts from all colleges and universities attended. All applicants must minimally have an overall undergraduate GPA of 2.5 In addition, for full admission to the program applicants must meet one of the following two requirements: • A total of 800 on the verbal and quantitative sections of the Graduate Record

Examinations (GRE) , or • A score of at least 30 on the Miller Analogies Test (MAT). The GRE/MAT score requirement is waived for applicants holding a graduate degree. If for any reason the student is admitted provisionally, he/she must maintain a Grade Point Average of 3.25 for the first 12 hours of study. A master’s degree may be earned with a specialization in one of the areas of emphasis listed below. Students without a background in education must acquire certification in regular education prior to endorsement in Special Education, or they can enter the Alternative Certification Program. The preschool Special Education endorsement is exempt from this requirement. Program of Study – M.A. in Special Education 1. Master’s Degree Requirements (Preschool Special Education)

EDF 616 and EDF 621 or EDF 625…………………………………………..6 hrs CISP 611 and CISP 615……………………………………………………….6 hrs CISP 627 or CISP 629…………………………………………………………3 hrs

2. Special Education Core:

CISP 520, CISP 535, and CISP 626 (CISP 535 and CISP 626 are not required for the degree in gifted)………9 hrs

3. Certification Area (select one)

Autism: CISP 527, 662, 664 Behavioral Disorders: CISP 524, 645, 649 Deaf/Hard of Hearing: (special education core not required) CIDH 501, 502, 504,

505, 506, 507, 601, 602 Mentally Impaired: CISP 533, 553, 651 Specific Learning Disabilities: CISP 523, 646, 647 Gifted: CISP 526, 601, 602, 603


Vision Impaired: (special education core not required) CIVI 500, 501, 502, 503, 504, 505, 506, 508

Multicategorical: CISP 533, 553, 523, 647, 524, 645, 655

4. Electives……………………………………………………………………..0 – 9 hrs Total hours………………………………………………………………………………..36 hrs 5. Preschool Special Education

General Education: EDF 621 or 625 and CISP 627 or 629…………………..6 hrs Early Childhood Education: CI 632 and 634……………………………………6 hrs Special Education: CISP 520, 529, 554, 663, 665, 666, 674……………….27 hrs.

Due to the nature of a student’s undergraduate program the total required in Preschool Special Education may only be 36.

Total hours for Preschool Special Education………………………………36 – 39 hrs 6. Alternative Certification Program

The Alternative Certification Program is designed to allow candidates from non-education backgrounds to obtain West Virginia teacher licensure in Specific Learning Disabilities, Mental Impairments, Visual Impairments, Behavior Disorders, Multicategorical, and Autism at the graduate level. The alternative program does not include a general education teaching endorsement. Students must meet all Special Education Program admission requirements. In addition to the general Special Education Admission requirements, applicants must pass the Praxis I (Pre-Professional Skills Test) in Reading, Mathematics, and Writing within their first twelve hours of coursework. The Praxis I requirement is waived for applicants with an enhanced ACT score of 26 or higher, a re-centered SAT score of 1125 or higher or if the applicant holds a master’s degree. Current West Virginia Department of Education initial certification requirements also require a minimum overall GPA of 2.5, as well as a 2.5 GPA in the content specialization area. Candidates in the Alternative Certification program must also meet the WVDE Praxis II testing requirements including the Principles of Learning and Teaching (PLT) test at the K-6 level. In addition to the Special Education Core and Certification Area course requirements, students in the Alternative Certification program mist complete EDF 619, EDF 665, CISP 510, and CIRG 636 for certification. Additional master’s degree requirements are the same as for all other Special Education master’s degree programs.


Additional Certification Requirements All Special Education majors must pass the Praxis II Test in the area(s) in which they seek endorsement. The Special education Content Specialization Test is taken at or near the end of the certification coursework in Special Education. Students should contact the Special Education Program Area for additional information about these tests.


ATTACHMENT B


First Critique _4_ Second Critique __

Third Critique__

NCATE Compliance with Specialty Guidelines

Professional Organization: The Council for Exceptional Children Institution Submitting Program: Marshall University Program: Behavior Disorders Review Date: October 26, 2001 Degree Level: Graduate GUIDELINES/COMPETENCIES NOT MET OR IIP (Insufficient Information Provided): Common Core Standards: The standards as a whole are Met. The following standards were not met based primarily on inadequate documentation. CC:3.S6 CC:8.S2 CC:8.S5 Emotional and Behavioral Disorders Standards: The standards as a whole are Met. The following standards were not met based primarily on inadequate documentation. BD:4.S6 BD:5.S2 PERCEIVED PROGRAM STRENGTHS: For all programs, the teacher education handbook and practicum handbook were both excellent, providing specific information to guide students successfully through the program and field experiences. The sequential nature of the field experiences was also considered to be a program strength. PERCEIVED PROGRAM WEAKNESSES: No weaknesses. OTHER COMMENT/CONCERNS: Program report was extremely well organized. The reviewers were easily able to find appropriate documentation. The report did an excellent job of comprehensively articulating the programs. PROFESSIONAL ASSOCIATION'S RECOMMENDATION REGARDING COMPLIANCE OR NONCOMPLIANCE WITH THE SPECIALTY GUIDELINES (i.e., has the institution adequately met the specialty guidelines?): The Graduate (Master’s) program in Behavior Disorders at Marshall


University has been approved as meeting the CEC/NCATE Specialty Guidelines for Special Education. Program(s) NOT in Compliance: Program(s) IN Compliance: Behavior Disorders


First Critique _4_

Second Critique __ Third Critique__


Professional Organization: The Council for Exceptional Children Institution Submitting Program: Marshall University Program: Gifted Review Date: October 26, 2001 Degree Level: Graduate (Master’s) GUIDELINES/COMPETENCIES NOT MET OR IIP (Insufficient Information Provided): All standards are Met. PERCEIVED PROGRAM STRENGTHS: For all programs, the teacher education handbook and practicum handbook were both excellent, providing specific information to guide students successfully through the program and field experiences. The sequential nature of the field experiences was also considered to be a program strength. PERCEIVED PROGRAM WEAKNESSES: No weaknesses. OTHER COMMENT/CONCERNS: Program report was extremely well organized. The reviewers were easily able to find appropriate documentation. The report did an excellent job of comprehensively articulating the programs. PROFESSIONAL ASSOCIATION'S RECOMMENDATION REGARDING COMPLIANCE OR NONCOMPLIANCE WITH THE SPECIALTY GUIDELINES (i.e., has the institution adequately met the specialty guidelines?): The Graduate (Master’s) program in Gifted at Marshall University has been approved as meeting the CEC/NCATE Specialty Guidelines for Special Education.


Program(s) NOT in Compliance: Program(s) IN Compliance: Gifted



Third Critique__


Professional Organization: The Council for Exceptional Children Institution Submitting Program: Marshall University Program: Early Childhood Special Education Review Date: October

26, 2001 Degree Level: Graduate (Master’s) GUIDELINES/COMPETENCIES NOT MET OR IIP (Insufficient Information Provided): Common Core Standards: The standards as a whole are Met. The following standards were not met based primarily on inadequate documentation. CC:3.K2 CC:3.K5 CC:3.K9 CC:3.S2 CC:3.S3 CC:3.S8 CC:3.S9 CC:4.K6 CC:4.S10 CC:5.K1 CC:5.K2 CC:6.K2 CC:6.K3 CC:8.S5 Early Childhood Special Education Standards: The standards as a whole are met. The following standards were not met due to inadequate or inappropriate documentation. EC:2.S4 EC:2.S5


EC:3.S6 EC:3.S7 EC:3.S9 EC:7.S8 EC:7.S21 EC:7.S22 PERCEIVED PROGRAM STRENGTHS: For all programs, the teacher education handbook and practicum handbook were both excellent, providing specific information to guide students successfully through the program and field experiences. The sequential nature of the field experiences was also considered to be a program strength. PERCEIVED PROGRAM WEAKNESSES: OTHER COMMENT/CONCERNS: Program report was extremely well organized. The reviewers were easily able to find appropriate documentation. The report did an excellent job of comprehensively articulating the programs. PROFESSIONAL ASSOCIATION'S RECOMMENDATION REGARDING COMPLIANCE OR NONCOMPLIANCE WITH THE SPECIALTY GUIDELINES (i.e., has the institution adequately met the specialty guidelines?): The Graduate (Master’s) program in Early Childhood Special Education at Marshall University has been approved as meeting the CEC/NCATE Specialty Guidelines for Special Education. Program(s) NOT in Compliance: Program(s) IN Compliance: Early Childhood Special Education



Third Critique__


Professional Organization: The Council for Exceptional Children Institution Submitting Program: Marshall University Program: Learning Disabilities Review Date: October 26, 2001 Degree Level: Graduate GUIDELINES/COMPETENCIES NOT MET OR IIP (Insufficient Information Provided): Common Core Standards: The standards as a whole are Met. The following standards were not met based primarily on inadequate documentation. CC:3.S6 CC:8.S2 CC:8.S5 Learning Disabilities Standards: The standards are all Met. PERCEIVED PROGRAM STRENGTHS: For all programs, the teacher education handbook and practicum handbook were both excellent, providing specific information to guide students successfully through the program and field experiences. The sequential nature of the field experiences was also considered to be a program strength. PERCEIVED PROGRAM WEAKNESSES: No weaknesses. OTHER COMMENT/CONCERNS: Program report was extremely well organized. The reviewers were easily able to find appropriate documentation. The report did an excellent job of comprehensively articulating the programs.


PROFESSIONAL ASSOCIATION'S RECOMMENDATION REGARDING COMPLIANCE OR NONCOMPLIANCE WITH THE SPECIALTY GUIDELINES (i.e., has the institution adequately met the specialty guidelines?): The Graduate (Master’s) program in Learning Disabilities at Marshall University has been approved as meeting the CEC/NCATE Specialty Guidelines for Special Education. Program(s) NOT in Compliance: Program(s) IN Compliance: Learning Disabilities



Third Critique__


Professional Organization: The Council for Exceptional Children Institution Submitting Program: Marshall University Program: Mentally Impaired Review Date: October 26, 2001 Degree Level: Graduate (Master’s) GUIDELINES/COMPETENCIES NOT MET OR IIP (Insufficient Information Provided): Common Core Standards: The standards as a whole are Met. The following standards were not met based primarily on inadequate documentation. CC:3.S6 CC:8.S2 CC:8.S5 Mental Retardation/Developmental Disabilities Standards: The standards as a whole are Met. The following standards were not met based primarily on inadequate documentation. MR:3.K4 MR:4.S1 MR:4.S2 PERCEIVED PROGRAM STRENGTHS: For all programs, the teacher education handbook and practicum handbook were both excellent, providing specific information to guide students successfully through the program and field experiences. The sequential nature of the field experiences was also considered to be a program strength. PERCEIVED PROGRAM WEAKNESSES: No weaknesses.


OTHER COMMENT/CONCERNS: Program report was extremely well organized. The reviewers were easily able to find appropriate documentation. The report did an excellent job of comprehensively articulating the programs. PROFESSIONAL ASSOCIATION'S RECOMMENDATION REGARDING COMPLIANCE OR NONCOMPLIANCE WITH THE SPECIALTY GUIDELINES (i.e., has the institution adequately met the specialty guidelines?): The Graduate (Master’s) program in Mentally Impaired at Marshall University has been approved as meeting the CEC/NCATE Specialty Guidelines for Special Education. Program(s) NOT in Compliance: Program(s) IN Compliance: Mentally Impaired K-12 If a second review of the program folio is requested by the institution, how many copies of the rejoinder should be submitted? 4


First Critique __ Second Critique _4_

Third Critique__


Professional Organization: The Council for Exceptional Children Institution Submitting Program: Marshall University Program: Visual Impairment Review Date: June 1-30, 2002 Degree Level: Graduate GUIDELINES/COMPETENCIES NOT MET OR IIP (Insufficient Information Provided): Common Core Standards: The standards as a whole are Met. The following standards are Not Met due to inadequate documentation. CC:3.S10 CC:4.K3 CC:4.S7 CC:8.S5 Visual Impairment Standards: The standards as a whole are Met. The following standards are Not Met due to inadequate documentation. VI:5.K1 VI:6.S1 VI:6.S3 PERCEIVED PROGRAM STRENGTHS: VI content is appropriate, comprehensive, and research based. The courses are organized to meet the basic training needs of a VI graduate in the public and residential setting. PERCEIVED PROGRAM WEAKNESSES: OTHER COMMENT/CONCERNS:


PROFESSIONAL ASSOCIATION'S RECOMMENDATION REGARDING COMPLIANCE OR NONCOMPLIANCE WITH THE SPECIALTY GUIDELINES (i.e., has the institution adequately met the specialty guidelines?): The Graduate (Master’s) program in Visual Impairments at Marshall University has been approved as meeting the CEC/NCATE Specialty Guidelines for Special Education. Program(s) IN Compliance: Visual Impairments


ATTACHMENT C


Program: Special Education Assessment Summary Student Outcome Person or Office

Responsible Assessment Tool or Approach

Standards/ Benchmark

Results/Analysis Action Taken

1. Strengthen applicant pool

Program Advisor, Program Chair

GPA, GRE and/or Millers Analogy Test Scores

Minimum GPA of 2.5, minimum GRE (combined verbal/ quantative) score of 800, minimum MAT of 30

Although average GRE/MAT scores are well above the School minimums, faculty agree that increased caution should be used in allowing provisional admission for candidates with low GRE/MAT scores. Anecdotal information and faculty perception indicated that these marginal admission decisions were the ones which later resulted in relatively poor performance in field experiences and/or on licensure tests.

For 2004-05 admission standards were rigidly adhered to and no provisional admissions were approved.


2. Improve candidate skills in integrating technology.

Program Faculty, Chair

Follow-up surveys of graduates and employers.

Survey results should indicate an improved skill level related to integrating technology.

Curriculum Integration - data resulting from candidate, graduate and employer surveys clearly indicate that, while some integration of technology is a feature of the Special Education program, a more systematic process for integrating technology would be beneficial.

Although Program Faculty agreed to restructure program requirements to include a technology course, all standards for the preparation of special educators are being revised by the WV Board of Education. The approved program modification will not be implemented until new standards are released in Fall 2005.

3. Improve candidate performance on licensure tests.

Program Faculty WV Department of Education licensure test data

Cut scores set for successfully passing licensure tests (set by WV Department of Education)

While Marshall University pass rates on these tests as at or above the State and national averages, the overall pass rate could be improved. Quartile scores for each specialization also indicate room for improvement.

During 2004-05, faculty analyzed test results (to include quartile reports) to isolate areas of relative weakness and then developed corrective/improvement strategies such as changing the relative emphasis (or revising) syllabi and/or course requirements.


4. Develop a systematic approach and accompanying data base to assess the candidate dispositions identified as important via NCATE Standards.

Program Faculty, Chair

Candidate “Self-Assessment of Personal Characteristics” survey instrument.

This instrument was field-tested in Spring ’04 and piloted in Summer Session ’04. Benchmarks (ratings) are described in a rubic accompanying to instrument.

This initiative is still in the developmental stage. Evaluation Data generated in the Spring ’04 field test and the Summer ’04 session were currently being analyzed. Currently, data from the 2004-05 year are being added to those generated in the pilot project.

Adjustments (modifications) to the instrument indicated as a result of the Spring ’04 pilot and 2004-05 data have been made. Goals for 2004-05 are to enter data for Fall 04, Spring 05 and Summer 05 (pre-post test design) and analyze these data to validate candidate growth. Plans for the coming year also include expansion of a Program data base related to this process.


ATTACHMENT D


ATTACHMENT D

PROGRAM PLANNING AND ASSESSMENT GUIDE FOR SPECIAL EDUCATION DATA

ANALYSIS/JUDGMENT

DECISION/ACTION REQUIRED

A. Program Admissions

(1) Applicants (2) Admits (3) Demographics (4) Average GRE/MAT scores (5) Other

$ Applicants: represent 43 of the 55 West Virginia Counties. This is consistent with the mission of a regional campus with a statewide mission. $ Admits/Demographics: Between Summer 2000 and Spring 2005, 844 candidates were admitted. Forty-three unties in the state are represented with Kanawha, Raleigh, Putnam and Mercer counties having the most admissions. $ Average GRE/MAT Scores: The mean UGPA for Special Education candidates entering with teaching licenses was 3.09. MAT scores for traditional candidates was 36.33, slightly below the School average of 38.28 but well above the minimum requirement for a score of 30. On the GRE, average scores for traditional candidates were 414 as compared to 401 for the School on the Verbal measure and 427 on the Quantitative measure as compared to a School average of 443. The average MAT and GRE scores for non-traditional (Alternative Certification) candidates were both higher than School averages. Overall, candidate performance on admission

$ No Action Required $ No Action Required $ Although average GRE/MAT scores are well above the School minimums, faculty agree that increased caution should be used in allowing provisional admission for candidates with low GRE/ MAT scores. Anecdotal information and faculty perception indicate that these marginal admission decisions are the ones which later result in relatively poor performance in field experiences and/or on licensure tests.


criteria meet or exceed the program, unit and institutional standards.

B. Program Productivity (current year/trends) 1. Course Sections 2. Enrollment (seat count) 3. Student Credit Hours 4. Cohorts (# and status) 5. Third Party Contracts 6. Graduates 7. Collaborative Programs 8. Clinical Experiences 9. Other

$ With the exception of a slight decrease from the 2001-02 school year, the number of sections has remained stable for corresponding terms between Summer 2000 and the present. Thirty-two percent of sections originated from Huntington and 68% originated from South Charleston. $ Enrollment during the same period (Summer 00 – Spring 05) has remained stable. During this period, 76% of enrollments were So. Charleston-based and 24% were Huntington-based. $ Duplicated count and SCH=s vary significantly by term but, when aggregated by total for all terms for each year, both are relatively stable across the entire year. • Cohorts: Since Summer 00, three cohorts have been formed in different geographic areas of the state in order to meet high-incidence (LD, BD, MI) needs. One cohort (14 candidates) has completed all licensure/degree requirements and two other cohorts (14 and 17 candidates, respectively) are currently matriculating. In addition, in the low-incidence areas, complete programs have/are being delivered in Visual Impairments (3 cohorts), Deaf/Hard of Hearing (2 cohorts) and Autism.

$ No Action Required $ No Action Required $ No Action Required • Continue to pursue opportunities to form cohorts in underserved areas of the state. The market for programs for non-traditional candidates seems to be a viable one in regions contiguous to our neighboring states.


• Third-Party Contracts – Between Summer 03 and Spring 05, the Special Education Program has worked with 21 external agencies to develop third-party contracts consisting of 40 class sections and 396 enrollments in staff development courses. • Masters of Arts Degree in Special Education – Since 2000-01, the numbers of degrees awarded ranged from 82 to 56, with an average of 70 degrees awarded per year.

• Continue to explore/expand opportunities to provide new/ additional third-party contracts. • No Action Required

$ Collaborative Programs - Initially, the Visual Impairments Program was a cooperative Marshall University - West Virginia University program. The second cycle of funding converted this to a single, Marshall University, statewide program. Attempts to develop a cooperative partnership with Shepherd College in Spring 2004 did not result in sufficient enrollments to proceed. However, a second Moorefield-based cohort was formed (the first was formed in Summer 2002) in partnership with Eastern WV Community and Technical College, which provides logistical support and a teaching site for licensure and/or degree programs in LD, BD, MI and Multi-categorical Special Education, all offered by Marshall University. It should also be noted that the Visual Impairments and Deaf and Hard of Hearing specializations are the only such programs offered in the state and continue to be supported by a joint Marshall University – WV Department of Education effort.

$ Continue to explore new avenues to form partnerships for the support, or delivery, of licensure and/or degree programs.


$ Clinical/Field Experiences (VI, BD, MI, LD) - During the period Summer >03 - Spring >04, 139 candidates completed Special Education Field Experience/Practicum. Of that number, 83 (60%) participated in the Summer Clinical Program and the remainder participated in district-based experiences in either the Fall term (24 candidates in 13 school districts) or the Spring term (32 candidates in 14 school districts). All but 15 candidates participated in clinical or field experiences coordinated by the South Charleston campus. During the period Fall 04 thru Summer 05, 45 candidates completed districted-based field experiences in 17 counties. During Summer 05, 30 candidates completed their field experiences in the Summer Clinical Program.

$ Program faculty should continue to examine other settings as an alternative to the on-the-job practicum in order to ensure increased opportunities to interact with diverse P-12 students. Trend data indicate that, increasingly, candidate enrollment in field-experiences is shifting from the district-based to Summer Clinical Program option, a setting which offers much greater interaction with diverse students.

C. Technology Utilization/ Integration 1. Curriculum Integration 2. Technology-based Course Delivery a. T-courses b. e-courses 3. Other

$ Curriculum Integration - data resulting from candidate, graduate and employer surveys clearly indicate that, while some integration of technology is a feature of the Special Education program, a more systematic process for integrating technology would be beneficial. $ Technology-based Course Delivery

a. T-courses - enrollment in these courses averaged 49 students in the three terms Between Summer 04 and Spring 05.

$ Program faculty have agreed that restructuring programs to include a required technology course is appropriate. $ No Action Required

D. Faculty


1. Retention/recruitment 2. Part-time faculty utilization 3. Advisee Load by faculty 4. Research/Scholarly Activity 5. Faculty Development 6. Student Course Evaluation Summary 7. Research/Grant Activity 8. Other

$ Recruitment/retention - retention of full-time faculty has generally not been a problem. One vacancy will be filled on a temporary basis in 2004-05 and the other will be advertised in 2005-06. $ Part-time Faculty Utilization - Special Education relies heavily on a cadre of excellent adjunct faculty, in a fashion consistent with the unit mission. An analysis of data indicates that 66% of classes were delivered by full-time faculty and 34% of classes were staffed by part-time faculty. $ Advisee Load by Faculty - advisee loads for faculty, while high, are not excessive. With an average age of 37, candidates are generally fully employed, almost always part-time students and move through their program of study in a much more deliberate fashion than do candidates who are essentially full-time. All candidates are assigned full-time faculty as advisors at the time of admission and develop an individualized Plan of Study with their advisor. $ Research/Scholarly Activity – School records indicate that the full-time faculty rank at or above School averages on all measures. While there are significant differences among this group of faculty, faculty averaged 14.4 publications and 24.2 presentations between 2000-01 and 2002-03, compared with School averages of 6.2 publications and 16.4 presentations for all faculty for the same period. Also during this period, nine external proposals were submitted and all were funded in the

$ Fill vacant faculty positions, if possible. $ No Action Required $ No Action Required $ Develop a process to ensure equity in the contributions of Program faculty in the area of Research/Scholarly Activity.


total amount of $438,577.00. E. Program Approved Information 1. SPA (CEC) 2. NCA - HLC Status 3. WVDE Approval status 4. BOG/HEPC Review status

$ Faculty Service/Development - Between 2000-01 and 2004-05, GSEPD Special Education faculty averaged 23.7 Program, School and University committee service activities and professional association memberships. The Program faculty averages exceeded School averages in each of the three years. $ Faculty Development - Special Education faculty averaged 2.4 national, regional or State conference attendances over the period 2000 - 2005. Many conferencing activities also included the presentation of papers or participation as a panelist and/or moderator at conference sessions. The program average of 2.4 on this measure compares with an average of 2.3 for all GSEPD faculty during the same period. $The Special Education Program enjoys full approval/accreditation status by CEC/NCATE, NCA, WV Department of Education and WV Higher Education Policy Commission. $Candidates in the Special Education Program rated all outcomes in either the AVery Important@ or AModerately Important@ range between 2000 - 2005. Further, candidates rated each of the ten outcomes in the AGood@ to AExcellent@ range in terms of preparation for the same two years. The highest ratings (for preparation) were in the

$ Develop a process to ensure equity in Service and Faculty Development contributions by faculty. $ No Action Required $ No Action Required $ It is obvious that, on all measures, there is considerable evidence that candidate preparation in the area of Application of Technology can be improved. Program Faculty should seek


F. Conceptual Framework Assessment 1. Graduates 2. Faculty 3. Candidates 4. Other

categories of Understanding the Knowledge Base, Demonstrating an Understanding of Human Growth and Development and Demonstrate a Commitment to Continued Professional growth and Development. The lowest ratings for preparation were assigned to Basic Understanding of the Application of Technology.

approval of a agreed-upon addition of a required technology course for all program developed specializations during the coming year. Additional clinical and/or field experiences should be developed to improve candidate interaction with diverse P-12 populations.

$ Graduates responding to the most recent survey rated all items as Moderately-to-Very Important on the AImportance@ measure. The same group assigned a Good-to-Excellent rating on each of the ten items as they relate to APreparation@. The two items rated lowest in terms of preparation were Application of Technology and Communicating With Constituent Groups. By comparison, the data for all candidates in the Unit identified four items with similar lowest ratings which included the two mentioned for Special Education (above) plus

$ See Above


G. Employer Follow-Up

Understanding Children With Special Needs and Understanding Cultural Pluralism/diversity and its Implications for C & I. $ Full-time faculty increasingly rate as important Application of Technology and Communicate Effectively With Constituent Groups. This is consistent with the perceptions of both candidates and graduates of the Special Education program. Full-time faculty ratings also indicated that there is room for improvement in preparation for these same candidate outcomes. In addition, part-time faculty in the Unit indicated room for improvement in these two candidate outcomes, a finding consistent with those of candidates, graduates, and full-time faculty in both 2002 and 2003. The responses of personnel directors and principals indicate general satisfaction with Unit candidate’s performance on all Unit outcomes. The items with the lowest ratings were Understanding Children With Special Needs, Understanding Cultural Pluralism/Diversity, Application of Technology, and Research Methodology and Problem Solving Skill. It is noteworthy that the outcomes related to Application of Technology in the only one of these outcomes for which improvement in the preparation of Special Education candidates is consistently noted by candidates, graduates and faculty.

$ See Above $ See Above


Responses from recruiters are generally in the Very Good – Excellent range with the lowest ratings given to Application of Technology and Interacting With Diverse Cultures.

H. Candidate Performance (includes Unit and Program data).

• Knowledge Based Core Principles. The pass rate for the Praxis II Sp. Ed.: Knowledge Based Core Principles test for the years 2000 – 2004 averaged 97.4%. Among the subtests for this test, the percentage of correct answers was at, or above, the national averages except for the category of Delivery of Services to Students With Disabilities which was very slightly under the national averages. An examination of the Quartile Report for those three years, however, indicates that although the overall pass rate is excellent, the percentage of candidates scoring in the upper two quartiles could be improved. Significant, however, is the fact that the Praxis data include both initial and advanced candidate score which are reported in an aggregated fashion and are not separated by campus location. • Teaching Students With BD/ED The pass rate for the Praxis II test for the years 2000 – 2004 averaged 88.9 percent. The percentage of correct answers on the two subtests were nearly identical to statewide performance and two percentage points higher than the national

• Examine Quartile Reports in more depth to isolate factors which might contribute to improved candidate performance on the sub-tests noted. • Examine test results on a national/state basis in an attempt to identify test objectives/items contributing to a low (in comparison with other specializations) overall pass


averages. Examination of the Quartile Reports indicates an improved percentage of candidates scoring in the top two quartiles on both subtests (up from 45 and 49% in 2000 to 51 and 60% in 2003).

rate.

$ Teaching Students With Learning Disabilities The pass rate for this Praxis II test for the years 2000-2004 averaged 96.3 percent. The percentage of correct answers on the three subtests for the two years of data available was nearly identical to state-wide and national results. A review of the Quartile Reports for years 2000 - 2004 indicated slight decrease in the percentage of candidates coring in the top two quartiles on all three subtests with the greatest percentage drop in the subtest describing Curriculum and Instruction. $ Teaching Students With Mental Retardation West Virginia does not require this test but instead accepts a passing score on the Knowledge Based Core Principles test for licensure. $ Autism West Virginia does not require an Autism-specific test for licensure but instead accepts a

$ Examine the Curriculum and Instruction subtest to determine what factors might contribute to the decline in candidate performance in this category. $ Seek approval of a process to require all candidates in this specialization to take the appropriate Praxis test (even if not required) to provide a measure of candidate performance. $ Same as above


passing score on the Knowledge Based Core Principles test for licensure.

$ Visual Impairments Although the WV Board of Education does not require this Praxis exam for licensure because the test has not been validated for use in West Virginia, effective Spring 2003, all candidates were required to sit for the exam for candidate assessment purposes. To date, only five candidates have taken the exam, a number too small to yield useful information to date. $ Deaf/Hard of Hearing No Praxis II data are available for this specialization which was added as a state-wide program in Fall 2003. $ Gifted Education Numbers taking test were too low to provide a meaningful basis for analysis of subtests. However, 100 percent of candidates passes the exam. • Multi-categorical The 2003-04 year was the first report year for this new specialization. The pass rate was 100 percent for the 17 test takers. Quartile reports appear to be moderately high but a larger test-taking

$ No Action Required $ No Action Required • No Action Required • Examine and analyze quartile report after 2004-05 test results become available.


pool must be obtained for meaningful analysis.

$ Preschool/Special Education (Pre K-K) Ten candidates sat for this exam in the last year for which data were available. The pass rate of 100% on Test 0690. A review of the Quartile Report reveals two subtests with 50-60 % of examinees scoring in the two test categories involved were: Human Growth and Development and Evaluation, Assessment and Eligibility Criteria. $ Assessment of Dispositions In Spring 2004, a ASelf-Assessment of Personal Characteristics@ instrument was piloted. The pilot was expanded to include all candidates involved in field experiences or practicums between Summer 2004 and Spring 2005. This survey, and accompanying scoring rubric, assesses the four components of Candidate Dispositions (Commitment to Students, to the Profession, to Diversity and to Technology) as well as other professional characteristics. Candidate ratings indicated that all four components of Dispositions were generally rated average or above, the weakest component was Commitment to Technology. Candidate ratings on the other four characteristics (Strong Communications Skills, Strong Interpersonal Skills, Strong Work Habits and Impact on P-12 Students) were generally in the range Average - Strength, the

$ Program faculty should examine these subtest objectives to determine factors which might contribute to improved candidate performance in these categories. $ Expanded assessment to include a pre-post test design for Summer 04 thru Spring 05. For this period, candidate dispositions was assessed (see Program Assessment Plan) upon admission, and again at conclusion of Practicum. Candidate growth across these three checkpoints was analyzed. A T-Test (paired samples) indicated statistically significant growth between admission and conclusion of the program. Future plans include expanding the analysis to include three


area of relative weakness was Impact on P-12 Students. Expansion of the pilot between Summer 04 and Spring 05 confirmed these results. Supervisor. Weekly progress reports evaluating nine performance indicators are jointly developed/approved by the Co-op and Supervisor and consist of ratings for each item on a five-point Likert scale. Data were analyzed on a pre-post test design incorporating the first and last Weekly Progress Report. • Assessment of Candidate Growth in Clinical (Practicum) Experiences Candidates in the Practicum experience are paired with a cooperating field-based professional trained at the Masters Degree level and both are teamed with a College Supervisor. Weekly progress reports evaluating nine performance indicators are jointly developed/approved by the co-op and Supervisor and consist or ratings for each item on a five-point Likert scale. Data were analyzed on the pre-post test design incorporating the first and last Weekly Progress Report. Analyses of these data in the first two years (2003-04 and 2004-05) showed statistically

data checkpoints and admission, prior to field experiences and at program completion. • This is probably a quality assessment technique. However, the Special Education Program also requires a narrative summary, developed by the cooperating field-based professional and the college supervisor. This narrative should be analyzed (or perhaps revised) in order to have a third data source with which to analyze candidate performance. • Weekly Progress Reports, currently analyzed in the


significant growth in candidate competence during the practicum experience on all nine factors. The four competencies for which the greatest overall growth was documented for all candidates were, in rank order, Use of Appropriate Evaluation Techniques, Management of Time, Use of Appropriate Instructional Techniques and Planning and Organization. However, the four competencies with the lowest overall ratings for all candidates, in rank order, were Involvement of Students, Use of Appropriate Evaluation Techniques, Management of Time and Planning and Organization.

aggregate for all specializations, should be examined for each specialization to determine if patterns of relative strength and/or weakness are found for individual specializations. However, data on program candidates indicates that most candidates opt for the new multi-categorical certification pattern. During 2005-06, program faculty will monitor this trend to determine if sufficient numbers of candidates opting for traditional certifications are available to conduct discrete data analyses.


ATTACHMENT E

OFFICE OF ASSESSMENT SUMMARY REPORTS

PROGRAM REVIEW M.A. in Special Education

Documents

Transcript of PROGRAM REVIEW M.A. in Special Education