Program Report for the Preparation of Special Education Teachers Council for Exceptional Children (CEC) Option A

Transcription

1 Program Report for the Preparation of Special Education Teachers Council for Exceptional Children (CEC) Option A NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION COVER SHEET 1. Institution Name College of Charleston 2. State South Carolina 3. Date submitted MM DD YYYY 09 / 14 / Report Preparer's Information: Name of Preparer: Bonnie Springer Phone: Ext. ( 843 ) springerb@cofc.edu 5. NCATE Coordinator's Information: Name: Sara Davis Phone: Ext. ( 843 ) daviss@cofc.edu 6. Name of institution's program Bachelor of Science in Special Education 7. NCATE Category Special Education-Emotional & Behavioral Disorders 8. Grade levels(1) for which candidates are being prepared K-12 (1) e.g. K-6, K Program Type Advanced Teaching j k l m n i j k l m n j k l m n First Teaching License Other School Personnel j k l m n Unspecified 10. Degree or award level

2 nmlkji nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Baccalaureate Post Baccalaureate Master's Post Master's Specialist or C.A.S. Doctorate Endorsement only 11. Is this program offered at more than one site? nmlkj Yes nmlkji No 12. If your answer is "yes" to above question, list the sites at which the program is offered 13. Title of the state license for which candidates are prepared Special Education - Emotional Disabilities 14. Program report status: nmlkji Initial Review nmlkj Response to One of the Following Decisions: Further Development Required or Recognition with Probation nmlkj Response to National Recognition With Conditions 15. Is your unit seeking nmlkj NCATE accreditation for the first time (initial accreditation) nmlkji Continuing NCATE accreditation 16. State Licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test? nmlkji Yes nmlkj No SECTION I - CONTEXT 1. Description of any state or institutional policies that may influence the application of CEC standards. (Response limited to 4,000 characters) The undergraduate degree program in special education at the College of Charleston is a categorical program designed to prepare candidates for licensure in special education. This report focuses on the categorical concentration area of Emotional Disabilities (ED), and presents data that support candidate mastery of CEC standards for Behavioral Disorders/Emotional Disturbance (CEC/BD). As of July 2008, the special education program is housed in the Department of Teacher Education (TEDU), a department that also includes early childhood, elementary, middle grades, and secondary education teacher preparation programs. The department is part of the School of Education, Health, and Human Performance (SOEHHP), our unit for NCATE review. At the department level, all curriculum proposals (new or modified) begin at the program level in meetings held by the six special-education faculty and move through the department s curriculum committee before coming before the full department for approval. Proposals then move to the dean s administrative council, the dean, the college-wide curriculum committee, the faculty senate, and the provost s office. Substantive changes must be approved by the college s Board of Trustees, the state s Commission on Higher Education, the Department of Education, and the Southern Association of Colleges and Schools. The College of Charleston requires all undergraduate students to complete a rigorous liberal arts core and to complete 122 credit hours with a minimum 2.0 overall GPA. Teacher candidates in the special education program (BS/ED) take a minimum of 56 hours in the core curriculum, 8 hours of electives, and 58 hours in their major (see Program of Study Attachment in #6). The SOEHHP requires a minimum GPA of 2.5 for entry into the teacher education program and a GPA of 3.0 in education coursework (see Attachment 2). Other college-level policies that apply to our teacher education programs include the grading system, residency requirements, transfer credit rules, and academic standing provisions, among others. The college has adopted the Delaware Study process for determining faculty loads. Teacher education faculty are expected to carry 60 FTEs per semester, regardless of course load, level, or number of preparations. Our special education program also is governed by the regulations of South Carolina, administered by the state Board of Education

3 (Department of Education--DOE). The Office of Educator Preparation, Support, and Assessment has responsibility for compliance with state and federal regulations in teacher preparation and for aligning state assessment systems with national and state standards. State requirements for undergraduate teacher candidates include: passing Praxis I scores (or specific ACT or SAT scores); disclosure of any felonies and misdemeanors; minimum 45 hours of core college coursework with 2.5 GPA; a variety of developmental experiences in multiple and diverse settings (100 hours prior to clinical practice); clinical practice of 14 full weeks; FBI background check prior to clinical practice; and successful completion of the unit s Assisting, Developing and Evaluating Professional Teaching (ADEPT) system required and approved by the South Carolina State Department of Education (DOE). In addition, the DOE requires that all teacher preparation units demonstrate that their candidates know content-specific academic achievement standards and can integrate specific competencies into their teaching (e.g., career guidance, cooperative learning, character education). For licensure in South Carolina, BS/ED teacher candidates must complete the program of study, meet the target goals of the ADEPT system during clinical practice, and pass the required Praxis II tests corresponding to each area of licensure. Specific tests are outlined in Assessment 1 of this report. Successful teacher candidates are recommended for licensure to the state s Office of Educator Quality and Leadership. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) Teacher candidates in the BS/ED undergraduate special education program at the College of Charleston are engaged in multiple opportunities to work with students with emotional disabilities in a series of developmentally sequenced field experiences across the K-12 grade span. Our geographic area includes three school districts Charleston County, Berkeley County, and Dorchester County District Two representing a wide range of socio-economic levels, racial and ethnic groups, and residential patterns (see Attachment 3). Our teacher candidates travel to communities as varied as the inner city areas of North Charleston to the fishing village of McClellanville, from the suburbs of Summerville to the rural pastures of John s Island. As we are bounded on the south by the Atlantic Ocean, we are restricted in the number of surrounding districts and attempt to place students no further than 45 minutes from campus. Field Experience Site Selection. Field experience sites are selected very carefully. The College s Office of Student Services and Certification has designated one staff member to focus exclusively on pre-clinical field placements. Area school district representatives, usually special education directors, work closely with the College s Office of Student Services and Certification (OSSC) field experience coordinator to collect information from area special educators about licensure, years of experience, caseload characteristics and instructional responsibilities. (see teacher information forms in appendix). After a pool of recommended teachers is provided to the OSSC, the field experience coordinator meets with special education faculty to match each teacher education candidate to a specific field experience. In this way faculty can check closely to be sure that students with emotional disabilities and significant social emotional and behavioral needs are on the teacher s caseload, that the teacher holds a categorical license in emotional disabilities, and that the service delivery model provides the opportunities needed for candidates to develop the skills and knowledge required in the CEC/BD standards. In their first semester of the four-semester program, candidates conduct observations in five different classrooms for a total of 10 direct hours. This field experience is in conjunction with the course Introduction to Exceptional Children and Youth. During the second semester, while taking coursework on specific student characteristics, classroom management, and educational assessment, each candidate is placed in an area school for a 45-hour field experience that is accompanied by a weekly seminar. The seminar focuses on professional communication and collaboration skills and requires structured observations and interviews with teachers and in classrooms serving students with emotional disabilities and significant behavioral challenges. Candidates also are working with individual students with emotional disabilities, conducting an assessment project, and observing a variety of program models. The first field experience is often in a collaborative model, with two special educators working together or the special educator teaching part of the day in inclusive settings. At least one of these educators on the special education team has full licensure in the categorical area of emotional disabilities. A second 45-hour field experience is required during the third semester, with the focus on planning and implementing lessons, and planning instructional units. Candidates are placed in a second school setting where students with ED are served by a fully categorically licensed special educator. Candidates are enrolled simultaneously in methods coursework with applications in the field setting. Candidates have the opportunity to instruct students with emotional disabilities in social skills and to complete a functional behavioral assessment of a significantly challenging behavior. All cooperating teachers for ED focused field experiences hold full licensure in emotional disabilities. See the Program of Study Attachment (in #6) for the integration of fieldwork with other coursework. During the 100 hours of pre-clinical field experiences, students will have worked in two of the three school levels (elementary, middle, and high), with the third level reserved for clinical practice. Students will have had the opportunity to observe students with emotional disabilities and their teachers in multiple instructional situations. Candidates in the BS/ED program have experiences with students with the spectrum of mild through severe behavioral and emotional problems. Although most field settings include students with other disabilities, such as learning disabilities, mental disabilities, other health impaired, communication disorders, or autism, the students in these classrooms exhibit the extreme behaviors associated with the specialized training needs of ED professionals. Clinical Practice. Clinical practice is a full-time, semester-long experience of a minimum of fourteen weeks in one school setting with at least six weeks of full-time teaching. Candidates must develop a comprehensive long-range plan for the semester which outlines student characteristics, individualized learning goals, units of instruction, appropriate assessments, and classroom management. They develop an Individualized Education Program to meet the specific needs of a student with emotional disabilities on their caseload. This IEP includes the Behavior Intervention Plan and supporting Functional Behavioral Assessment. Additionally they complete a comprehensive unit planning and progress monitoring project which demonstrates their impact on student learning. They gradually take on more responsibilities until they are fully responsible for instructional planning, teaching, assessment of student progress, and classroom management. At least eight formal observations are performed by the cooperating teacher and university supervisor, with written feedback for the candidate. Formal midterm

4 conferences allow the candidate, cooperating teacher, and supervising faculty member to meet and discuss the candidate s progress. If a problem occurs, a NEAT plan (notify, explain, assist, and establish timeline for required improvements) is outlined and implemented. The final conference is again with the candidate, teacher, and faculty member to determine which expected competencies have been consistently demonstrated and whether the candidate should be recommended for licensure. Candidates in ED focused clinical practice settings are supervised by qualified teachers. Cooperating teachers must be fully licensed, have a minimum of three years of teaching experience, and be ADEPT trained. The SOEHHP Office of Student Services and Certification is responsible for reviewing the qualifications of undergraduate teacher candidates for admission, for developing and implementing our ADEPT system (Assisting, Developing, and Evaluating Professional Teaching), and for locating and monitoring field placements. Special education faculty review the recommended placements before they are finalized. Candidates are not placed in clinical settings without first using the setting as an initial field site with university supervisor visits. All special education faculty members supervise candidates in their field and clinical practice experiences. All faculty members (tenured or tenure track and one visiting position) have or have had licensure in special education and at least three years of teaching experience. We have a cumulative 46 years of teaching in K-12 settings and additional years in other roles within schools (school psychologist, administrator, supervisor, music therapist, behavior interventionist, state-level consultant). We believe that committing full-time faculty to field supervision is critical for offering a coherent and integrated program of study. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) Undergraduate students at the College of Charleston who declare a major in special education must apply for admission to the teacher education program by submitting Praxis I passing scores, three recommendations (based on expected dispositions), a personal statement of qualification to perform the work of a teacher (under the Americans with Disabilities Act), a statement of technology proficiency, and a selfassessment. Candidates must have achieved a grade of C or higher in EDFS 201, Introduction to Education, obtained satisfactory entry level disposition ratings, and attained a GPA of 2.5 in their general education coursework. When students first declare their intent to major in special education, they are assigned a faculty advisor to track their progress and include them in program activities such as the student chapter of CEC. The College of Charleston, as previously stated, requires a rigorous core of general education courses: two courses each in English, mathematics, history, social sciences, and science (plus labs); foreign language to the 202 (intermediate) level, and four humanities. Special education majors must take a statistics course as one of the mathematics requirements and a psychology course as one social science. After matriculating into the program, candidates are expected to complete a four-semester sequence of course and field work. Teacher candidates must maintain an overall GPA of 2.5 and 3.0 in their major coursework. Achievement at the meets standards level is also required for specific key program assignments during the first three semesters, including the IEP Case Study, Classroom Management System, Portfolio, and Differentiated Unit Plan. (See Attachment 4 for a full description of the unique set of program assessments and the relationship of the program s assessments to the unit s assessment system) Admission to the final, clinical practice semester requires the previous GPA standards and competency in key assignments, passing grades in all program coursework, positive disposition ratings by cooperating teachers, and a formal application. Successful completion of clinical practice requires ratings of meets performance standards in the ADEPT performance standards (of the state s assessment system) and competent level dispositions after the full-time period and final products at the meets standard or satisfactory level, including the longrange plan, candidate work sample, and professional portfolio. Attachment 2 provides both unit and program criteria for decision points. 4. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.) Special Education Program of Study_BS_ED.docx 5. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable. Attachment 2_Assessment system_bs_ed.docx Attachment 4_Description of Assessment System.docx Attachment3 Cooperating School Districts demographics.doc 6. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate,

5 post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Program: Bachelor of Science in Special Education - ED concentration Academic Year # of Candidates Enrolled in the Program # of Program Completers (2) (2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements. 7. Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Brock, Laura L. Highest Degree, Field, & University (3) Ph.D., Education, University of Virginia -Teaches 2 early childhood/elementary/middle grades education courses (occasionally special education, including field supervision) -Conducts grant-funded research in schools Assistant Professor gfedcb YES Professional Associations, and Service -First author on empirical paper The Contribution of Hot and Cool Executive Function to Children s Academic (7) Achievement and Classroom Behavior in Early Childhood Research Quarterly -Contributing author on 3 other :List up to 3 major contributions in the empirical articles. -Regular reviewer for Early Education & Development -Supervises clinical practice interns in elementary, middle, and high schools in Charleston County School District (CCSD). -Conducts research in four CCSD elementary schools. Faculty Member Name Fowler, Robert E. Highest Degree, Field, & University (3) Ed.D., Special Education, University of Florida Teaches 2 sections of EDFS 326 in the Fall and Spring Professor Emeritus gfedc YES Professional Associations, and Service (7) :List up to 3 major contributions in the Faculty Member Name Henry, Carol C. Highest Degree, Field, & University (3) MEd., College of Charleston -Teaches 1 Characteristics of LD course -Supervises clinical practice interns Adjunct Instructor gfedc YES Professional Associations, and Service (7) :List up to 3 major contributions in the Special Education Consultant/Instructional Specialist - Charleston County School District in - Retired June 2009 Faculty Member Name Highest Degree, Field, & University (3) Keyes, Denis William DOCTOR OF PHILOSOPHY - SPECIAL EDUCATION, UNIVERSITY OF NEW MEXICO FACULTY, FIELD EXPERIENCE / CLINICAL SUPERVISOR

6 PROFESSOR gfedcb YES NATIONAL BOARD OF DIRECTORS OF THE AMERICAN ASSOCIATION ON INTELLECTUAL DEVELOPMENTAL DISABILITIES - ELECTED MEMBER, MAY, 2009 TO PRESENT. NOMINATED AND RAN FOR PRESIDENT OF AMERICAN ASSOCIATION ON INTELLECTUAL DEVELOPMENTAL DISABILITIES (AAIDD; FORMERLY AMERICAN ASSOCIATION ON MENTAL RETARDATION [AAMR]) JANUARY - MAY, HUMAN RIGHTS Professional Associations, and Service COMMITTEE FOR CHARLESTON COUNTY BOARD OF DISABILITIES AND SPECIAL NEEDS MEMBER, 2006 TO (7) 2009; COMMITTEE CHAIR, 2007 TO BOARD OF DIRECTORS OF THE CHARLESTON FAMILY RESOURCE :List up to 3 major contributions in the CENTER FOR PEOPLE WITH DISABILITIES, MEMBER, 2008 TO PRESENT; CHAIRMAN, 2008 OCTOBER, 2010 COLLEGE OF CHARLESTON SPECIAL EDUCATION ADVISORY COMMITTEE, (MADE UP OF THREE COFC SPED FACULTY, SPED DIRECTORS OF SIX LOCAL SCHOOL DISTRICTS, A PARENT, AN ADVOCATE AND SEVERAL OTHER STAKEHOLDERS. THE COMMITTEE MEETS SEVERAL TIMES ANNUALLY (AS NEEDED) TO SHARE CHANGES, PROGRAM DEVELOPMENTS AND IMPORTANT CONCERNS. COORDINATOR to PRESENT. MAT & MEd FIELD EXPERIENCE & CLINICAL INTERNSHIP SUPERVISOR (Fall 2007 to present) -Teaches courses in special education, first year experience and Human Growth and Development - Faculty Member Name Manning, Marie Highest Degree, Field, & University (3) Ph.D. University of North Texas, Denton Supervises fields clinical practice interns in special education Assistant Professor gfedcb YES Scholarship (6) 1. Co-Received Developmental disabilities grant for Move, Groove, & Get Active! for two years 2. Article,, Leadership in Rethinking Social and Cultural Competencies for Underrepresented Groups with Special Needs submitted for Professional Associations, and Service Fall 2011 publication, 3. Collaborate with Dr. Karen Smail to present innovate program for families who have (7) :List up to 3 major contributions in the children on the Autism Spectrum. 4. Developed materials and conducted training for Transportation Security Agency (Homeland security) in Orlando, FL. to differentiate between invisible disabilities and possible terrorist threats. -Has supervised field and clinical practice interns in special education K-12 schools in Charleston, Berkley and Dorchester counties. -Holds lifetime certification in early childhood, elementary education in Texas. -Holds current licensure in special education in Texas. -Holds instructor certification in Crisis Prevention and Intervention. Faculty Member Name Highest Degree, Field, & University (3) Perkins, Bob Ed. D., Curriculum and Instruction, minor in Computer Education -Teaches technology in education courses -Supervises clinical practice interns in secondary social studies Associate Professor gfedcb YES Professional Associations, and Service -Division 12 (Technology Education) Director for the Eastern Educational Research Association -Treasurer for (7) :List up to 3 major contributions in the the South Carolina Association of Educational Technology -Has supervised social studies clinical practice interns in Charleston area 2002-present -Was a certified 7-12 high school social studies, gifted education and special education with seven years experience Has taught a variety of courses in secondary education, technology and special education at the College of Charleston since 1989 Faculty Member Name Provost, Mary C. Highest Degree, Field, & University (3) Ed.D., Exceptional Student Education, Florida Atlantic University -Teaches undergraduate and graduate courses in special education (typically EDFS 425, 426, 724, 741 and occasionally EDFS 440 or 797) -One course reassignment per semester for grant (Director of the Center of Excellence for the Advancement of New Li Assistant Professor gfedcb YES -In press co-authored textbook, Strategies for teaching students in inclusion classes: A case method Professional Associations, and Service approach. Columbus, OH: Pearson Merrill Prentice Hall. -Published co-authored feature article, Informal (7) reading inventories: Creating teacher designed literature-based assessments. Intervention in School and :List up to 3 major contributions in the Clinic, 45(4), Elected as President of the Council for Learning Disabilities (CLD) of the Carolinas Chapter -Supervises undergraduate and graduate clinical practice interns and field students in k-12 schools in the Charleston area -Supports professional development activities of teachers and students involved in the work of the New Literacies grant. -Holds current Florida Professional Licenses in elementary education (k-6), and specific learning disabilities (k-12), varying exceptionalities (k-12) and English for speakers of other languages (k-12)

7 Faculty Member Name Highest Degree, Field, & University (3) Professional Associations, and Service (7) :List up to 3 major contributions in the Purcell, Belinda Burgess M.Ed. in Audiology/Deaf Education, University of Georgia, Athens M.A.Ed. in Administration & Supervision, Cal State University, Northridge Faculty Teaches Language Development and Disorder courses Supervises Clinical Practice interns Adjunct gfedc YES Sign Language instructor & speech pathologist (NC licensure) Faculty Member Name Skinner, Michael E. Highest Degree, Field, & University (3) Ph.D., Special Education, The Ohio State University Special Education Professor gfedcb YES -Research in press: Creating Success for students with learning disabilities in postsecondary foreign language Professional Associations, and Service courses. International Journal of Special Education. -Grant RFB&D Learning through Listening Support Center (7) :List up to 3 major contributions in the at the College of Charleston -Member of Committee on Ethical Standards International Council on Learning Disabilities -Presentations/demonstrations to multiple education agencies Recordings for the Blind and Dyslexic - Supervision of clinical interns -Certification (Ohio) Specific Learning Disabilities, Severe Behavior Handicapped, Elementary Education, School Psychology (recently expired) Faculty Member Name Highest Degree, Field, & University (3) Springer (McCarty), Bonnie Ph.D. in Exceptional Children, University of Georgia Teaches Courses in ED speciality, social competence, classroom and behavior management, professional collaboration and partnerships. Coordinates field placements and Supervises clinical interns and field placements Associate Professor gfedcb YES Scholarship (6) -Article submitted for review to Teacher Education and Special Education: Life Space Crisis Intervention in, Leadership in Current Textbooks (with M. Hazelkorn) -conducted sabbatical research on the impact of implementation of Professional Associations, and Service PBIS on disciplinary actions in Charleston County Schools. -IHE consultant for the Charleston County School s (7) :List up to 3 major contributions in the PBIS Initiative. -Participates as a member of the South Carolina Leadership Team for Research Based School Wide Practices for the South Carolina State Department of Education. -Served as President, Past President, President elect, and President of South Carolina TED. -Supervision of clinical practice interns consistently at all levels and over a large spectrum of the continuum of services-special day school, separate class, resource class. -Provided year long inservice training for specific area schools (elementary and middle) focused on implementation of Schoolwide Positive Behavior Supports and the CHAMPS model of classroom management. -Provided professional development for the Charleston County School District to support the PBIS initiative including: Understanding the SET (fidelity assessment); SET trainer s training, Understanding and implementing the Benchmarks of Quality, PBIS Toolkit: the tools for program assessment. Faculty Member Name Highest Degree, Field, & University (3) Professional Associations, and Service (7) :List up to 3 major contributions in the Tamsberg, Merle Sparkman Ph.D., Gifted and Talented Education, The Ohio State University -Teaches 2 Foundations courses and 2 Special Education Courses -Supervises clinical practice interns Visiting Assistant Professor gfedc YES -Has supervised clinical practice interns in elementary schools in Charleston Tri-County area from present -Holds South Carolina Professional Licenses in Gifted and Talented education, Elementary education, Special Education (Learning Disabilities and Mental Retardation) (3) e.g., PhD in Curriculum & Instruction, University of Nebraska.

8 (4) e.g., faculty, clinical supervisor, department chair, administrator (5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (7) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any. SECTION II - LIST OF ASSESSMENTS In this section, list the 6-8 assessments that are being submitted as evidence for meeting the CEC standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. 1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the CEC standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. (Response limited to 250 characters each field) Type and Number of Assessment Name of Assessment (12) Type or Form of Assessment (13) When the Assessment Is Administered (14) Assessment #1: Licensure assessment, or other contentbased assessment (required) Assessment #2: Assessment of content knowledge in special education (required) Assessment #3: Assessment of candidate ability to plan instruction (required) Assessment #4: Assessment of student teaching (required) Assessment #5: Assessment of candidate effect on student learning (required) Assessment #6: Additional assessment that addresses CEC standards (required) Assessment #7: Additional assessment that addresses CEC standards (optional) PRAXIS II Tests: Special Education Core Content Knowledge, ED Specialty, Principles of Learning and Teaching Course Grades: EDFS 345 Introduction to Special Education, EDFS 351 Characteristics of Students with ED, EDFS 412 Social Competence Instruction Differentiated Unit of Instruction Final Evaluation of Clinical Practice: ADEPT and SOE Dispositions Candidate Work Sample IEP Project Classroom Management System State Licensure examination Course grades reflecting tests and class projects in general special education knowledge and the specialty area Project Observations and projects: State approved assessment of clinical practice Project: State Approved assessment of clinical practice Case Study Project Project Last semester before and during clinical practice Beginning semester, midpoint and last semester before clinical practice. Total GPA at semester before clinical practice. During a required procedures course last semester before clinical practice Clinical practice Clinical Practice During required course EDFS 437, second semester of program During required course sequence (EDFS 330 and EDFS 412), assessed twice, second semester and third semesters of program Artifact Selection, Essay, reflection End of clinical practice

9 Assessment #8: Additional assessment that addresses CEC standards (optional) Portfolio-Philosophy of Special Education, Artifact Selection, Reflections and Section Summaries (12) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (13) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (14) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program). SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS For each CEC standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple CEC standards. 1. FIELD EXPERIENCES AND CLINICAL PRACTICE STANDARD Special education candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals. Information should be provided in Section I (Context) to address this standard. 2. CONTENT STANDARDS 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. Special educators understand how these influence professional practice, including assessment, instructional planning, implementation, and program evaluation. Special educators understand how issues of human diversity can impact families, cultures, and schools, and how these complex human issues can interact with issues in the delivery of special education services. They understand the relationships of organizations of special education to the organizations and functions of schools, school systems, and other agencies. Special educators use this knowledge as a ground upon which to construct their own personal understandings and philosophies of special education. #1 #2 #3 #4 #5 #6 #7 #8 gfedcb gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. 2. Development and Characteristics of Learners. Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs (ELN). Moreover, special educators understand how exceptional conditions can interact with the domains of human development and they use this knowledge to respond to the varying abilities and behaviors of individual s with ELN. Special educators understand how the experiences of individuals with ELN can impact families, as well as the individual s ability to learn, interact socially, and live as fulfilled contributing members of the community. gfedcb gfedcb gfedc gfedc gfedc gfedc gfedc gfedcb Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. 3. Individual Learning Differences. Special educators understand the effects that an exceptional condition can have on an individual s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. Moreover, special educators are active and resourceful in seeking to understand how primary language, culture, and familial backgrounds interact with the individual s exceptional condition to impact the individual s academic and social abilities, attitudes, values, interests, and career options. The understanding of these learning differences and their possible interactions provides the foundation upon which special educators individualize instruction to provide meaningful and challenging learning for individuals with ELN. gfedcb gfedcb gfedc gfedcb gfedcb gfedc gfedc gfedcb

10 Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. 4. Instructional Strategies. Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula and to appropriately modify learning environments for individuals with ELN. They enhance the learning of critical thinking, problem solving, and performance skills of individuals with ELN, and increase their selfawareness, self-management, self-control, self-reliance, and self-esteem. Moreover, special educators emphasize the development, maintenance, and generalization of knowledge and skills across environments, settings, and the lifespan. gfedcb gfedcb gfedc gfedcb gfedcb gfedc gfedcb gfedcb Beginning special educators demonstrate their mastery this standard through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the program is preparing candidates. 5. Learning Environments and Social Interactions. Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. In addition, special educators foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world. Special educators shape environments to encourage the independence, self-motivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN. Special educators help their general education colleagues integrate individuals with ELN in regular environments and engage them in meaningful learning activities and interactions. Special educators use direct motivational and instructional interventions with individuals with ELN to teach them to respond effectively to current expectations. When necessary, special educators can safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts and provide guidance and direction to paraeducators and others, such as classroom volunteers and tutors. Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. 6. Language. Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. Special educators match their communication methods to an individual s language proficiency and cultural and linguistic differences. Special educators provide effective language models and they use communication strategies and resources to facilitate understanding of subject matter for individuals with ELN whose primary language is not English. gfedcb gfedcb gfedc gfedcb gfedc gfedc gfedcb gfedcb gfedcb gfedcb gfedc gfedcb gfedc gfedc gfedc gfedcb Beginning special educators demonstrate their mastery of language for and with individuals with ELN through the mastery of the CEC Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. 7. Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorter-range goals and objectives taking into consideration an individual s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization. Understanding of these factors as well as the implications of an individual s exceptional condition, guides the special educator s selection, adaptation, and creation of materials, and the use of powerful instructional variables. Instructional plans are modified based on ongoing analysis of the individual s learning progress. Moreover, special educators facilitate this instructional planning in a collaborative context including the individuals with exceptionalities, families, professional colleagues, and personnel from other agencies as appropriate. Special educators also develop a variety of individualized transition plans, such as transitions from preschool to elementary school and from secondary settings to a variety of postsecondary work and learning contexts. Special educators are comfortable using appropriate technologies to support instructional planning and individualized instruction. gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. 8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. Special educators use the results of assessments to help identify exceptional learning needs and to develop and implement individualized instructional programs, as well as to adjust instruction in response to ongoing learning progress. Special educators understand the legal policies and ethical principles of measurement and assessment related to referral, eligibility, program planning, instruction, and placement for individuals with

11 ELN, including those from culturally and linguistically diverse backgrounds. Special educators understand measurement theory and practices for addressing issues of validity, reliability, norms, bias, and interpretation of assessment results. In addition, special educators understand the appropriate use and limitations of various types of assessments. Special educators collaborate with families and other colleagues to assure non-biased, meaningful assessments and decision-making. Special educators conduct formal and informal assessments of behavior, learning, achievement, and environments to design learning experiences that support the growth and development of individuals with ELN. Special educators use assessment information to identify supports and adaptations required for individuals with ELN to access the general curriculum and to participate in school, system, and statewide assessment programs. Special educators regularly monitor the progress of individuals with ELN in general and special curricula. Special educators use appropriate technologies to support their assessments. Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. 9. Professional and Ethical Practice. Special educators are guided by the profession s ethical and professional practice standards. Special educators practice in multiple roles and complex situations across wide age and developmental ranges. Their practice requires ongoing attention to legal matters along with serious professional and ethical considerations. Special educators engage in professional activities and participate in learning communities that benefit individuals with ELN, their families, colleagues, and their own professional growth. Special educators view themselves as lifelong learners and regularly reflect on and adjust their practice. Special educators are aware of how their own and others attitudes, behaviors, and ways of communicating can influence their practice. Special educators understand that culture and language can interact with exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and their families. Special educators actively plan and engage in activities that foster their professional growth and keep them current with evidence-based best practices. Special educators know their own limits of practice and practice within them. Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. 10. Collaboration. Special educators routinely and effectively collaborate with families, other educators, related service providers, and personnel from community agencies in culturally responsive ways. This collaboration assures that the needs of individuals with ELN are addressed throughout schooling. Moreover, special educators embrace their special role as advocate for individuals with ELN. Special educators promote and advocate the learning and well being of individuals with ELN across a wide range of settings and a range of different learning experiences. Special educators are viewed as specialists by a myriad of people who actively seek their collaboration to effectively include and teach individuals with ELN. Special educators are a resource to their colleagues in understanding the laws and policies relevant to Individuals with ELN. Special educators use collaboration to facilitate the successful transitions of individuals with ELN across settings and services. Common Core Knowledge and Skills, as well as through the appropriate CEC Specialty Area(s) Knowledge and Skills for which the preparation program is preparing candidates. SECTION IV - EVIDENCE FOR MEETING STANDARDS gfedcb gfedcb gfedc gfedcb gfedcb gfedcb gfedcb gfedcb gfedcb gfedc gfedc gfedcb gfedcb gfedc gfedc gfedcb gfedcb gfedc gfedc gfedcb gfedc gfedc gfedc gfedcb DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole, the assessments must demonstrate candidate mastery of the SPA standards. The key assessments should be required of all candidates. Assessments and scoring guides and data charts should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. Data tables should also be aligned with the SPA standards. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10 elements [each relating to specific SPA standard(s)], then the data chart should report the data on each of the elements rather that reporting a cumulative score.. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas to be aligned with the elements in NCATE s unit standard 1: Content knowledge (Assessments 1 and 2) Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4) Focus on student learning (Assessment 5) Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report. For each assessment, the compiler should prepare one document that includes the following items:

12 (1) A two-page narrative that includes the following: a. A brief description of the assessment and its use in the program (one sentence may be sufficient); b. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. c. A brief analysis of the data findings; d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; and (2) Assessment Documentation e. The assessment tool itself or a rich description of the assessment (often the directions given to candidates); f. The scoring guide for the assessment; and g. Charts that provide candidate data derived from the assessment. The responses for e, f, and g (above) should be limited to the equivalent of five text pages each, however in some cases assessment instruments or scoring guides may go beyond five pages. Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible. 1. State licensure tests or professional examinations of content knowledge. CEC standards addressed in this entry could include all of the standards. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. Provide assessment information (items 1-5) as outlined in the directions for Section IV. (Answer Required) Assessment 1_narrative_standards alignment_datatables_bs_ed.docx 2. Assessment of content knowledge in special education. CEC standards addressed in this assessment could include but are not limited to Standards 1 and 2. Examples of assessments include comprehensive examinations; written interpersonal/presentational tasks; capstone projects or research reports addressing cross-disciplinary content; philosophy of teaching statement that addresses the role of culture, literature, and cross-disciplinary content; and other portfolio tasks (13). (Answer Required) Key Assessment 2_grades_BS_ED_narrative_datatable.docx (13) A portfolio is a collection of candidate work. The information to be reported here requires an assessment of candidates content knowledge as revealed in the work product contained in a portfolio. If the portfolio contains pieces that are interdependent and the portfolio is evaluated by faculty as one assessment using a scoring guide, then the portfolio could be counted as one assessment. Often the assessment addresses an independent product within the portfolio rather than the complete portfolio. In the latter case, the assessment and scoring guide for the independent product should be presented. 3. Assessment that demonstrates candidates can effectively plan classroom-based instruction (e.g., unit plan). CEC standards that could be addressed in this assessment include but are not limited to 7. Examples of assessments include the evaluation of candidates abilities to develop lesson or unit plans or a differentiated unit of instruction. Assessment 3_narrative_standards alignment_bs_ed.docx Assessment 3_data table and rubric_bs_ed.docx 4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. CEC standards that could be addressed in this assessment include but are not limited to 4, 5, 6, 7, 8, 9, and 10. The assessment instrument used in student teaching and the internship or other clinical experiences should be submitted. (Answer Required)

13 Assessment 4 narrative_standards alignment table_bs_ed.docx Assessment 4_ADEPT SYSTEM GUIDELINES.pdf Assessment 4_data tables and rubrics_bs_ed.docx Assessment 4_CP Internship Handbook_July 1 revised pdf 5. Assessment that demonstrates candidate effects on student learning. CEC standards that could be addressed in this assessment include but are not limited to 4, 5, 6, 7, and 8. Examples of assessments include those based on student work samples, portfolio tasks, case studies, and follow-up studies. (Answer Required) Assessment 5_narrative_standards alignment table.docx Assessment 5_datatable_rubric_BS_ED.docx 6. Additional assessment that addresses CEC standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. (Answer Required) Assessment 6_narrative with standards alignment table_bs_ed.docx Assessment 6_datatable_with rubric_bs_ed.docx 7. Additional assessment that addresses CEC standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Assessment 7_narrative and standards alignment_bs_ed.docx Assessment 7_datatable and rubric_bs_ed.doc 8. Additional assessment that addresses CEC standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Key Assessment 8_BS_ED_narrative_with datatable.docx Assessment 8_ClinicalPortfolioRubric_BS_ED.doc SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM 1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning. (Response limited to 12,000 characters) Our Assessment system was noted as a strength in our last successful National Accreditation in Assessment and program improvement have been ongoing since that time. Data were continually collected since our last accreditation cycle in Until 2009, we continued to collect data using the program rubrics in this report, but entered the data as overall summary scores linked to CEC Core standards in our EDASYS data information system. Very recently (just this past year) we were made aware of requirements to present data more specifically linked to rubric or scoring guide dimensions, to multiple standards, and to include specific knowledge and skill items for both core and disability specific standards. This report demonstrates the changes currently underway to analyze our data. The School and program continue to refine the online data information system, EDASYS. Completion of this set of SPA reports assisted in identifying challenges with data analysis that are currently being addressed. When the online system is fully operational, it will provide faculty the ability to see patterns of student performance more efficiently. The formal process for curriculum change was outlined in this report s Section I Context statement.

14 No major curriculum revisions were needed during the timeframe presented in this report Data from the eight Key Assessments were reviewed at the beginning of each semester by all program faculty to determine strengths and weaknesses in candidate achievement and program performance. In addition to the key assessments presented for the purposes of CEC accreditation, candidate performance on additional assignments and core competencies identified by program faculty was reviewed each semester. For example, a common competency in the first full semester of special education coursework for BS/ED candidates is to write accurate and complete IEP goals and objectives. Faculty across courses shared observations related to this competency to determine if reteaching was needed. Data collected by the School of Education Health and Human Performance, aggregated annually, was also provided to the special education program faculty to use in program improvement. These data included the program completer s survey and the employer s survey. In addition to formal data discussion meetings held at the beginning of each semester, the special education program faculty met monthly to monitor candidate progress, identify variables that impacted candidate ability to complete key assessments and to discuss and implement areas for program refinement. Content Knowledge: Assessments 1 (PRAXIS), 2 (GRADES) and 8 (Portfolio) covered the majority of evidence related to content knowledge for candidates in the BS/ED program. However, CEC knowledge competencies were identified and measured in all other key assessments (3,4,5,6 and 7) in the program. Data indicated that, by the end of the program, candidates had strong content knowledge in both core special education knowledge and specific emotional disabilities knowledge. One hundred percent (100%) of candidates passed the required PRAXIS exams needed for teacher certification in special education in South Carolina. In examining the PRAXIS subtest scores on the ED specialty exam across the three years, candidates exhibited strength in the subcategory of knowledge of factors other than direct instruction that influence the education of students with behavioral disorders/emotional disturbances, on the specialty area exam. Although still strong, candidates demonstrated less proficiency with the subcategory related to delivery of services. This is consistent with candidate grade performance. The majority of candidates recommended for licensure achieved grades of B or above in each of their special education courses. Candidate s grades were strongest in courses that were theoretically based. As demands for linking knowledge to instructional decision making increased, candidate performance, though still extremely strong, dropped slightly. Content knowledge was also demonstrated in the candidate s program portfolio. Candidates included in their reflections statements describing the content knowledge that formed the basis for each artifact. Reflections also required them to link their practice to the appropriate CEC/BD standard. Candidates left the program with strong content knowledge. No major program changes appear to be needed at this time. At this time, candidate s portfolio ratings aggregate the demonstration of content knowledge into the overall scores on the philosophy, reflective essays and section summary statements. Future plans to revise the expectations for philosophy statements and portfolio summary essays to include more specific requirements for description of content knowledge are currently being discussed by program faculty. The rubric used for evaluation of the program portfolio will be revised to incorporate more specific items evaluating candidates demonstration of content knowledge. Candidates will be required to more specifically connect the ED specialty knowledge and skills to portfolio artifacts and reflective essays. These changes will assist candidates in linking their learning more directly to the disability specific skills measured on the PRAXIS specialty exam. Professional and Pedagogical Knowledge: Assessments 3 (Differentiated Unit) 4 (ADEPT), 6 (IEP) 7(CMS), and 8(Portfolio) provided the majority of evidence related to professional and pedagogical knowledge, skill and dispositions for candidates in the BS/ED program. In this report, we chose to present data for all candidates rather than just program completers. This allowed us to determine if the assessment system provided rigorous evaluation of CEC/BD standards prior to clinical practice. The evidence demonstrated that most candidates who entered the program successfully completed their degree and were recommended for certification. Each semester, a few candidates did not meet the expected competency levels to continue in the program. The Key Assessments used in the semesters prior to clinical practice successfully differentiated candidates who met standards and those who did not. These assessments were effective for insuring that candidates were ready for clinical practice. The struggling candidates were provided the opportunity to remediate, revise and resubmit evidence for a reassessment of competency. Still, in a few cases, candidates were either not successful in meeting program requirements or simply chose not to pursue certification. Unsuccessful candidates were counseled by program advisers, upon recommendations by program faculty consensus out of the special education program. This ongoing and rigorous approach to monitoring of candidate performance led to program success. Clinical practice final evaluations demonstrated that 100% of program completers met or exceeded standard (CEC/BD Standards 1-10). Employer surveys indicate that the College of Charleston special education candidates were extremely well prepared and entered the workforce with strong competencies in initial licensure knowledge and skills. Faculty observed that, although candidates scores were consistently high on the Key Assessments, specific patterns emerged that provide some evidence for program strengths and areas for improvement. ADEPT final evaluations did not discriminate between the candidates that needed extensive support and those that exceeded expectations during clinical practice. The midterm ADEPT evaluation presents more discrete competencies which are more directly and explicitly linked to special education specialty standards than the final evaluation. These data are currently collected and used at midterm to identify individual candidate strengths and challenges, and to plan for skill development during the second part of clinical practice. It will be used in the future as a measure for program improvement. By analyzing the patterns of candidates at midterm, we will have a clearer picture of curricular areas in our program which could be strengthened. The CMS (linked to CEC standard 5), which is revised to include more focus on challenging behavior, FBA, and social skills instruction, results in more scores in the meets standard range than the initial draft of the project. A new rubric and writing guide have been developed to be piloted in the spring of 2011 to address more specific concepts to discuss and skills to demonstrate in the CMS revision. Additionally, the requirements for the program portfolio will be revised to require ED candidates to include a FBA and BIP during clinical practice, in addition to the FBA project completed in EDFS 412, Social Competence Instruction for Students with Disabilities, to better demonstrate the CEC/BD specific competencies in Standards 4,7, and 8. Candidates also demonstrated challenges in addressing knowledge and skills included in CEC Standards 3 and 6 related to cultural diversity and language. To address this concern, Field 1 seminar course content was enhanced to explicitly address issues of culture that impact teaching and learning in public schools and how a teacher s own culture impacts their practice.

15 Patterns of differential ratings between faculty supervising clinical internships were noted, especially in semesters with large cadres when multiple faculty members were in supervisory roles. Supervising faculty consistently agreed when candidates did not meet standard, however variability appeared between the two ratings at the high end of the spectrum. Attention will be placed on determining inter-rater reliability between the exceeds standard and meets standard ratings on the Candidate Work Sample, Long Range Plan projects (CEC standards 4, 7, and 8), and the Portfolio (CEC standards 1-10). Student Learning: Assessment 3 (Differentiated Unit), Assessment 5 (Candidate Work Sample) and Assessment 8 (Portfolio) provided the majority of evidence related to student learning for candidates in the BS/ED program. However, candidate impact on student learning was also infused in major projects used in the determination of grades for Key Assessment 2. Evidence from the three Key Assessments across three years indicates that candidates in the BS/ED program teach in ways that students with emotional disabilities learn. Candidates had the opportunity to develop skills that integrate CEC standards 4, 7 and 8 as a result of course assignments such as the Differentiated Unit Key Assessment which are carried out in their field placements. Candidate performance on Key Assessment 5, the Candidate Work Sample, indicated that 100% of candidates met or exceeded competence on all components of the assignment. Candidates also left the program with a clear disposition that in order to be successful in their practice, they must believe that all students can learn, and must take the responsibility for insuring that that happens through careful assessment, planning, provision and progress monitoring of instruction. This is evidenced in the fact that 100% of program completers were assessed as meeting these foundational beliefs as measured by the ADEPT system and School of Education competent level dispositions (Key Assessment 4). Early review of candidate performance on the Candidate Work Sample (years prior to those in this report) demonstrated that candidates had difficulty with the progress monitoring portions of the assignment. Program faculty reviewed all of the assignments in coursework completed before clinical practice to determine gaps in instruction related to this competency. Refinements were made to the differentiated unit of instruction to include more emphasis on progress monitoring and assessment of student learning. This resulted in candidate success, and has become a strength of our program. SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY 1. For Revised Reports: Describe what changes or additions have been made to address the standards that were not met in the original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Revised Report are available on the NCATE web site at For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at (Response limited to 24,000 characters.) Please click "Next" This is the end of the report. Please click "Next" to proceed.