Spring Summer 2012 M.Ed. Program Report of SPA Assessments

Transcription

1 Spring Summer 2012 M.Ed. Program Report of SPA Assessments Program and Committee Identification Instructions for completion The Program Report should be completed by the Program Coordinator/Chair or SPA (Program) Coordinator/Chair after he/she meets with the Program Committee. Program and Committee Identification Name of program: Master of Education - Learning Disabilities Level (Undergraduate or Graduate): Graduate Program Report author or compiler: Cindi Nixon Semester and Year covered by data in this Program Report: Spring/Summer 2012 Date of this report: August 16, 2012 Summary Page Executive Summary Summary of all suggested program improvements and changes: The content area exam is being updated to better cover all of the CEC standards. The Action Research project is being revised to provide longer data collection and a longer reflection time. Finally, the committee has decided to review all of the courses to better align standards through all of the courses.

2 Assessment 1 Assessment Identification and Standards Alignment Name of Assessment #1: EDUC 769 Content Mastery Exam Program Standards this assessment aligns with: CEC 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. CEC 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. CEC 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.

3 CEC 4. Instructional Strategies. Special educators posses a repertoire of evidencebased 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 self-awareness, selfmanagement, 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. CEC 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 selfadvocacy 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. CEC 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. CEC 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

4 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. CEC 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 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 nonbiased, 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. CEC 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

5 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. CEC 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. Scoring Guide for Assessment 1: EDUC 769 Content Mastery Exam CEC Standard 1: Foundations (Questions: 1, 2, 12, 16) ICC1K2, ICC1K4, ICC1K5, ICC1K6, LD1K3, LD1K5 Not Met (1 pt) Partially Met (2 pts) Met (3 pts) Answers only 2 or 3 Answers all 4 questions questions correctly. correctly. Answers 1 or no questions correctly. Demonstrates incomplete understanding of the impact of legislation on the education of individuals with learning disabilities. Demonstrates incomplete understanding of current definitions and issues related to the identification of individuals with learning disabilities. Demonstrates moderate understanding of the impact of legislation on the education of individuals with learning disabilities. Demonstrates moderate understanding of current definitions and issues related to the identification of individuals with learning disabilities. Demonstrates satisfactory understanding of the impact of legislation on the education of individuals with learning disabilities. Demonstrates satisfactory understanding of current definitions and issues related to the identification of individuals with learning disabilities.

6 CEC Standard 2: Development and Characteristics of Learners (Questions: 13, 25, 44) ICC2K1, ICC2K2, ICC2K6 CEC Standard 3: Individual Learning Differences (Questions: 20, 35, 46, 48) ICC3K1, ICC3K2 CEC Standard 4: Instructional Strategies (Questions: 8, 11, 26, 34, 39, 40) ICC4S2, ICC4S3, ICC4S4, ICC4S5, ICC4S6, LD4K2, LD4K3 Answers 1 or no questions correctly. Does not understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs. Answers 1 or no questions correctly. Does not understand the effects that an exceptional condition can have on an individual s learning in school and throughout life. Answers 2 or fewer questions correctly. Demonstrates incomplete understanding of the methods for ensuring individual academic success in one-to-one, small-group, and largegroup settings. Demonstrates incomplete understanding of the methods for increasing accuracy and proficiency in math calculations and applications. Answers only 2 questions correctly. Understands somewhat the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs. Answers only 2 or 3 questions correctly. Answers all 3 questions correctly. Understands the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs. Answers all 4 questions correctly. Understands somewhat Understands the effects the effects that an that an exceptional exceptional condition can condition can have on have on an individual s an individual s learning learning in school and in school and throughout throughout life. life. Answers only 3 or 4 questions correctly. Demonstrates moderate understanding of the methods for ensuring individual academic success in one-to-one, small-group, and largegroup settings. Demonstrates moderate understanding of the methods for increasing accuracy and proficiency in math calculations and applications. Answers 5 or all 6 questions correctly. Demonstrates satisfactory understanding of the methods for ensuring individual academic success in one-to-one, small-group, and largegroup settings. Demonstrates satisfactory understanding of the methods for increasing accuracy and proficiency in math calculations and applications.

7 CEC Standard 5: Learning Environments and Social Interactions (Questions 5, 24, 30, 41, 50) ICC5K7, ICC5S10, ICC5S15, ICC5S4, LD5S1 CEC Standard 6: Language (Questions 21, 32, 36) ICC6K1, ICC6S1, LD6K2 CEC Standard 7: Instructional Planning (Questions 15, 38, 45) ICC7K1, ICC7S10, CEC Standard 8: Assessment (Questions 3, 4, 14, 22, 23, 33, 37, 42, 43, 47) ICC8K2, ICC8K3, ICC8K4, ICC8K5, ICC8S5, ICC8S8, LD8K2 Answers 2 or fewer questions correctly. Demonstrates incomplete understanding of teaching individuals with learning disabilities to give and receive meaningful feedback from peers and adults. Answers 1 or no questions correctly. Demonstrates incomplete understanding of the impact of language development and listening comprehension on academic and nonacademic learning of individual with learning disabilities. Answers 1 or no questions correctly. Instructional plans are not modified based on ongoing analysis of the individual s learning process. Answers 4 or fewer questions correctly. Demonstrates an incomplete understanding of the factors that could lead to misidentification of individuals as having learning disabilities. Answers only 3 or 4 questions correctly. Demonstrates moderate understanding of teaching individuals with learning disabilities to give and receive meaningful feedback from peers and adults. Answers only 2 or 3 questions correctly. Demonstrates moderate understanding of the impact of language development and listening comprehension on academic and nonacademic learning of individual with learning disabilities. Answers only 2 questions correctly. Answers all 5 questions correctly. Demonstrates satisfactory understanding of teaching individuals with learning disabilities to give and receive meaningful feedback from peers and adults. Answers all 3 questions correctly. Demonstrates satisfactory understanding of the impact of language development and listening comprehension on academic and nonacademic learning of individual with learning disabilities. Answers all 3 questions correctly. Instructional plans are Instructional plans are loosely based on ongoing modified based on analysis of the ongoing analysis of the individual s learning individual s learning process process. Answers only 5 or 6 questions correctly. Demonstrates a moderate understanding of the factors that could lead to misidentification of individuals as having learning disabilities. Answers 7 or more questions correctly. Demonstrates a satisfactory understanding of the factors that could lead to misidentification of individuals as having learning disabilities.

8 CEC Standard 9: Professional and Ethical Practice (Questions: 6, 7, 9, 28, 31) ICC9K1, ICC9K4, ICC9S11, ICC9S3, ICC9S6, ICC9S7, ICC9S8, LD9K1 CEC Standard 10: Collaboration (Questions: 18, 19, 27, 29, 49) ICC10K1, ICC10K2, ICC10S11, ICC10S2, LD10K1 Analysis of Data Answers 2 or fewer questions correctly. Demonstrates incomplete understanding of the ethical responsibility to advance for appropriate services for individuals with learning disabilities. Answers 2 or fewer questions correctly. Demonstrates incomplete understanding of coplanning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. Answers only 3 questions correctly. Demonstrates moderate understanding of the ethical responsibility to advance for appropriate services for individuals with learning disabilities. Answers only 3 questions correctly. Demonstrates moderate understanding of coplanning and co-teaching methods to strengthen content acquisition of individuals with learning disabilities. Answers 4 or all 5 questions correctly. Demonstrates satisfactory understanding of the ethical responsibility to advance for appropriate services for individuals with learning disabilities. Answers 4 or all 5 questions correctly. Demonstrates satisfactory understanding of coplanning and co-teaching methods to strengthen content acquisition of individuals with Semester: Spring/Summer Year: 2012 N =4 CEC Standard 1: Foundations (Questions: 1, 2, 12, 16) Not Met (1 pt) Partially Met (2 pts) Met (3 pts) N=1 N=2 N=1 25% 50% 25% ICC1K2, ICC1K4, ICC1K5, ICC1K6, LD1K3, LD1K5 CEC Standard 2: Development and Characteristics of Learners (Questions: 13, 25, 44) ICC2K1, ICC2K2, ICC2K6 N=0 N=2 50% N=2 50%

9 CEC Standard 3: Individual Learning Differences (Questions: 20, 35, 46, 48) N=0 N=0 N=4 100% ICC3K1, ICC3K2 CEC Standard 4: Instructional Strategies (Questions: 8, 11, 26, 34, 39, 40) ICC4S2, ICC4S3, ICC4S4, ICC4S5, ICC4S6, LD4K2, LD4K3 CEC Standard 5: Learning Environments and Social Interactions (Questions 5, 24, 30, 41, 50) ICC5K7, ICC5S10, ICC5S15, ICC5S4, LD5S1 CEC Standard 6: Language (Questions 21, 32, 36) ICC6K1, ICC6S1, LD6K2 CEC Standard 7: Instructional Planning (Questions 15, 38, 45) N=0 N=1 25% N=0 N=4 100% N=0 N=1 25% N=1 N=2 25% 50% N=3 75% N=0 N=3 75% N=1 25% ICC7K1, ICC7S10 CEC Standard 8: Assessment (Questions 3, 4, 14, 22, 23, 33, 37, 42, 43, 47) N=2 50% N=1 25% N=1 25% ICC8K2, ICC8K3, ICC8K4, ICC8K5, ICC8S5, ICC8S8, LD8K2

10 CEC Standard 9: Professional and Ethical Practice (Questions: 6, 7, 9, 28, 31) ICC9K1, ICC9K4, ICC9S11, ICC9S3, ICC9S6, ICC9S7, ICC9S8, LD9K1 CEC Standard 10: Collaboration (Questions: 18, 19, 27, 29, 49) N=0 N=0 N=4 100% N=0 N=0 N=4 100% ICC10K1, ICC10K2, ICC10S11, ICC10S2, LD10K1 Program Strengths Every candidate passed the examination, although there were some not mets according to this rubric. Program Weaknesses Some standards were covered more heavily than others. Recommendations for change and/or improvements based on data above To improve validity, the content mastery exam is being revised to equally assess each CEC standards.

11 Assessment 2 Assessment Identification and Standards Alignment Name of Assessment #2: EDUC 761 Chapters 4 & 5 Case Study Program Standards this assessment aligns with: CEC 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. EDUC 761 -Scoring Rubric for Chapter 4 0 Not met 1 Partially met 2 Met Assignment 1CC1K5, 1CC1K6, 1CC1K7, LD1K5 not completed or responses were incorrect. Student s responses demonstrated limited knowledge of student characteristics, assessment, eligibility requirements and/or parental roles in determining the best placement option. Student was able to use his/her knowledge of student s characteristics, assessment, eligibility requirements, and parental roles in determining the best placement option.

12 Project Title: EDUC 761 -Scoring Rubric for Chapter 5 1CC1K5, 1CC1K6, 1CC1K7, LD1K5 0 Not met 1 Partially met 2 Met Student s responses demonstrated limited knowledge of student characteristics, assessment, eligibility requirements and/or parental roles in determining the best placement option. Assignment not completed or responses were incorrect. EDUC 761 Chapters 4 & 5 Case Studies CORE Rubric 1CC1K5, 1CC1K6, 1CC1K7, LD1K5 Analysis of Data Assignment not completed or responses were incorrect. Student was able to use his/her knowledge of student s characteristics, assessment, eligibility requirements, and parental roles in determining the best placement option. 1 Not Met 2 Partially met 3 Met Student s responses demonstrated limited knowledge of student characteristics, assessment, eligibility requirements and/or parental roles in determining the best placement option. Semester: Year: N= Student was able to use his/her knowledge of student s characteristics, assessment, eligibility requirements, and parental roles in determining the best placement option. EDUC 761 Chapters 4 & 5 Case Studies CORE Rubric Not Met (1 pt) Partially Met (2 pts) Met (3 pts) Strategies Case Study N=0 N=0 N=7 ICC1K1, LD1K2 Placement Case Study ICC1K5, ICC1K6, ICC1K7, LD1K5 100% N=0 N=0 N=7 100% Program Strengths All students passed the requirements of this assignment.

13 Program Weaknesses None noted at this time. Recommendations for change and/or improvements based on data above The committee has no recommendations at this time. Assessment 3 Assessment Identification and Standards Alignment Name of Assessment #3: EDUC 764 Language Lesson Plan Notebook Program Standards this assessment aligns with: CEC 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. CEC 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. CEC 4. Instructional Strategies. Special educators posses a repertoire of evidencebased instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote

14 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 self-awareness, selfmanagement, 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. CEC 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. CEC 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. CEC 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,

15 program planning, instruction, and placement for individuals with 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 nonbiased, 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. CEC 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.

16 Scoring Guide Assessment 3: EDUC 764 Language Lesson Plan Notebook EDUC 764 Language Project Scoring and CORE Rubric -- F11 REVISED The teacher candidate provides a description of the student that addresses individual learning differences including the impact of the student s family and culture on learning. LD2K2, LD2K3, LD3K1 Not met (1 pt) Partially Met (2 pts) Met (3 pts) Does not clearly describe the student s learning characteristics. Does not include statements as to the impact of the student s language, culture and familial background on learning. Does not include information on coexisting conditions that addresses medical, psychological, social and emotional characteristics. Partially describes the student s learning characteristics including some statements as to the impact of the student s language, culture and familial background on learning. Includes some information on coexisting conditions that addresses medical, psychological, social and emotional characteristics. Describes the student s learning characteristics with a description of how the student s language, culture, and familial background impacts the student s academic and social abilities in the educational setting. Includes information on medical, psychological, social and emotional characteristics of the student.

17 The teacher candidate provides a clear and concise description of the student s learning differences that provide the foundation for determining the student s strengths and weaknesses. ICC3K4, ICC6K1, ICC6K2, ICC8K3, LD6K1, LD6K2 The teacher candidate describes the rationale for the instructional design of the lesson plans. ICC4S3, ICC7S10, LD7K1 The description of the language deficiency is vague such as written language skills are weak. No comparison between current and expected levels of performance is evident. Possible causes of language deficiencies are not addressed or are over generalized. Cultural and linguistic differences as they relate to the student s learning styles are not addressed. The impact of the student s language development and listening comprehension on academic and nonacademic learning is not discussed. The rationale is not articulated and the teacher candidate has not selected strategies and materials according to the needs of the student. The individualized instructional strategies and activities are not supported by current theory in reading instruction. The lesson plan does not include long range goals that directly relate to the state standards and does not allow for the development of positive outcomes in the general curriculum and across environments and An attempt is made to describe the student s language deficiency but test scores are the main descriptor or the description is too general. Comparison between current level of performance and the expected level of performance may be missing or unclear. Possible causes for language deficiencies may be vague or contain errors. Cultural and linguistic differences are somewhat addressed. The impact of the student s language development and listening comprehension on academic and nonacademic learning is somewhat addressed. The rationale is somewhat articulated and the teacher candidate has selected some strategies and materials according to the needs of the student. The individualized instructional strategies and activities are partially supported by current theory in reading instruction. The lesson plan includes a few long range goals that directly relate to the state standards and allow for the development of positive outcomes in the general curriculum and across environments and The nature of the student s language deficiency is described in detail. The student s present level of performance is described and compared to the expected level of performance for the student s age or grade level. Possible causes for language deficiencies are discussed. Cultural and linguistic differences are addressed as they relate to the student s learning styles. The impact of the student s language development and listening comprehension on academic and nonacademic learning is discussed. The rationale is well articulated and the teacher candidate has selected strategies and materials according to the needs of the student. The individualized instructional strategies and activities are supported by current theory in reading instruction. The lesson plan includes long range goals that directly relate to the state standards and allow for the development of positive outcomes in the general curriculum and across environments and settings.

18 The teacher candidate develops lesson plans that include research-based methodology to address the learning needs of the student. ICC7S11, ICC7S15, LD6S1, LD6S2, LD6S3, LD6S4 settings. Fewer than 9 of the lesson plans include direct motivational and instructional interventions that reflect high expectations for the student. The lesson plans do not demonstrate active engagement between the teacher candidate and the student through explicit modeling and efficient guided practice. The lesson plans are not written to include appropriate technologies to support instructional planning and individualized instruction. The instructional component does not address vocabulary development, written and oral communication as well as strategies to enhance effective communication skills of the learner. Augmentative and/or assistive communication strategies are not addressed. Ongoing assessment to evaluate instructional practices is not provided in the lesson plans. settings. Only lesson plans include direct motivational and instructional interventions that reflect high expectations for the student. The lesson plans demonstrate limited engagement between the teacher candidate and the student through explicit modeling and efficient guided practice. The lesson plans include some appropriate technologies to support instructional planning and individualized instruction. The instructional component somewhat addresses vocabulary development, written and oral communication as well as strategies to enhance effective communication skills of the learner. Augmentative and/or assistive communication strategies are partially addressed as necessary. Ongoing assessment to evaluate instructional practices is somewhat provided in the lesson plans. All 15 lesson plans include direct motivational and instructional interventions that reflect high expectations for the student. The lesson plans demonstrate active engagement between the teacher candidate and the student through explicit modeling and efficient guided practice. The lesson plans are written to include appropriate technologies to support instructional planning and individualized instruction. The instructional component addresses vocabulary development, written and oral communication as well as strategies to enhance effective communication skills of the learner. Augmentative and/or assistive communication strategies are addressed as necessary. Ongoing assessment to evaluate instructional practices is clearly provided in the lesson plans.

19 The teacher candidate provides a summary of progress that addresses the impact of the instructional methodology in relation to the student s academic improvement. ICC8S2, ICC8S5 The teacher candidate engages in reflective practice that indicate they are sensitive to the individualized needs of the student and engage in activities that will foster professional growth. ICC9S11, ICC9S3, ICC9S9 Copies of a few of the assessments used in lesson plans are included in the project. Both formal and informal assessments are not related to objectives. Limited assessments are scored. Student performance data is not discussed and is not graphed based on the data from the assessments. Vague monitoring of progress is provided. No technology is used to support the assessments. The project reflection may be limited to 4 or 5 sentences and may contain numerous errors. The reflection may be repetitive in nature and not have a plan for extending positive outcomes for the student. There is no discussion of what the teacher candidate learned from the intervention. Reactions from colleagues or parents are missing. There is no discussion of needed professional development activities. Most copies of the assessments used in lesson plans are included in the project. Both formal and informal assessments are somewhat related to objectives. Most assessments are scored. Some student performance data is discussed and graphed based on the data from the assessments. Limited monitoring of progress is provided. Some technology is used to support the assessments. The description of the effect on student performance is general or may contain errors. Needed changes may not be addressed or the plan for extending positive outcomes is missing. The discussion of what the teacher candidate learned from the intervention may be limited or missing or reactions or parents and colleagues may not be discussed. The reflection somewhat addresses how needed professional activities will assist the teacher candidate in becoming a life-long learner. Copies of all the assessments used in lesson plans are included in the project. Both formal and informal assessments are clearly related to objectives. All assessments are scored. Student performance data is discussed and graphed based on the data from the assessments. Clear monitoring of progress is provided. Appropriate technology is used to support the assessments. The reflection describes how the intervention affected student performance. It describes how positive outcomes can be extended with other students and what needs to be changed to address negative outcomes. The reflection also describes what the teacher candidate learned as a result of the intervention and how colleagues or parents reacted to the intervention. The reflection clearly describes how professional activities will assist the teacher candidate to become a life-long learner.

20 The teacher candidate submits a project that uses appropriate language and demonstrates their ability to use appropriate grammar. ICC9S8 Analysis of Data People first language rarely used. Numerous and repeated problems with standard English. More than 5 errors in spelling, grammar, and punctuation. Minor problems with people first language and minor problems with standard English. 3-5 errors in spelling, grammar and punctuation. People first language is used throughout the project. Standard English is used throughout the project. Maximum of 2 errors in spelling, grammar and punctuation Semester: Spring/Summer Year: 2012 N= 14 EDUC 764 Language Project Scoring and CORE Rubric -- F11 REVISED The teacher candidate provides a description of the student that addresses individual learning differences including the impact of the student s family and culture on learning. Not met (1 pt) N=0 Partially Met (2 pts) N=1 7% Met (3 pts) N=13 92% LD2K2, LD2K3, LD3K1 The teacher candidate provides a clear and concise description of the student s learning differences that provide the foundation for determining the student s strengths and weaknesses. N=0 N=4 28% N=10 71% ICC3K4, ICC6K1, ICC6K2, ICC8K3, LD6K1, LD6K2 The teacher candidate describes the rationale for the instructional design of the lesson plans. N=0 ICC4S3, ICC7S10, LD7K1 The teacher candidate develops lesson plans that include researchbased methodology to address the learning needs of the student. N=0 N=4 28% N=2 14% N=10 71% N=12 85%

21 ICC7S11, ICC7S15, LD6S1, LD6S2, LD6S3, LD6S4 The teacher candidate provides a summary of progress that addresses the impact of the instructional methodology in relation to the student s academic improvement. N=0 N=2 14% N=12 85% ICC8S2, ICC8S5 The teacher candidate engages in reflective practice that indicate they are sensitive to the individualized needs of the student and engage in activities that will foster professional growth. N=0 N=2 14% N=12 85% ICC9S11, ICC9S3, ICC9S9 The teacher candidate submits a project that uses appropriate language and demonstrates their ability to use appropriate grammar. ICC9S8 N=0 N=1 7% N=13 92% Program Strengths All students either met or partially met the requirements of the assignments. Program Weaknesses None were noted. Recommendations for change and/or improvements based on data above No program changes at this time.

22 Assessment 4 Assessment Identification and Standards Alignment Name of Assessment #4: EDUC 746 Language Lesson Plan Notebook Program Standards this assessment aligns with: CEC 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. CEC 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. CEC 4. Instructional Strategies. Special educators posses a repertoire of evidencebased 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 self-awareness, selfmanagement, 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. CEC 6. Language. Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an

23 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. CEC 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. CEC 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 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 nonbiased, 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