AY PLO Cycle: Five-Year Program-Level Assessment Plan Master of Arts in Special Education Judith Doktor, Program Director April 15, 2014

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1 AY PLO Cycle: Five-Year Program-Level Assessment Plan Master of Arts in Special Education Judith Doktor, Program Director April 15, 2014 Program Level Learning Outcomes Students will be able to: 1. Engage and support all students in 2. Create and maintain effective environments for student 3. Understand and organize subject matter for student 4. Plan instruction and design experiences for all students 5. Assess student 6. Develop as a professional educator PLO 1 Engage and support all students in Curriculum Map PLO 2 PLO 3 Create and Understand maintain and effective organize environ subject for matter PLO 4 Plan instruction and design experiences PLO 5 Assess student PLO 6 Develop as professional educator Foundation Courses EDU 4100 Psych Found I I I I P EDU 4104 Soc/Mult Cult I I I I P EDU 4107 Found ELL I I I I P EDU 4116 Health Ed I I I I P Core Courses EDU 4200 Prog Mgmt P P I I P EDU 4203 Clinic Assess P P P M P EDU 4207 Tech in Sp Ed P P I I P P EDU 4209 Counseling P P P EDU 4234 / 4237 Curriculum Modifications P P I P P P Fieldwork Courses EDU 4230 Seminar M M M M M M EDU 4330 Reading Prim P P P P P P EDU 4333 Reading Sec P P P P P P EDU 4336 Cur Ele Math P P P P P P EDU 4339 Cur Sci/Soc P P P P P P MA Sped Course EDU 4880 Capstone M M M M M M I = Introduced P = Practiced M= Mastered

2 Assessment Timeline PLO 1 Engage and support all students in EDU 4207 UDL Lesson Plan PLO 2 Create and maintain effective environment for EDU 4230 TPE Evaluation (Semester1) Program Learning Outcomes PLO 3 Understand and organize subject matter Assessment Measures EDU 4230 TPE Evaluation (Semester2) PLO 4 Plan instruction and design experiences EDU 4234 EDU 4237 Assessments: Lesson Plan PLO 5 Assess student EDU 4203 Clinical Assessment Report Calendar for Submission to Assessment Council PLO 6 Develop as professional educator EDU 4880 Capstone Project PLO 1: Engage and Support All Students in Learning During the course EDU 4207 Technology in Special Education candidates are taught the core principles of Universal Design for Learning, which emphasizes the development of content and environments that use multiple means of representation, multiple means of expression, and multiple means of engagement for all learners. The signature assignment for this PLO is the development of the Universal Design for Learning lesson plan in which candidates demonstrate competency in developing lessons adhering to UDL principles to engage all learners. The instructor for the course will be the primary person responsible for the assessment of this Special Education faculty will assist by examining year over year outcome data for this The primary method of assessment for this PLO is the UDL lesson plan, which is scored by the instructor using a 4-point rubric. One additional faculty will score 25% of the lessons for interrater reliability. Scores will be analyzed using descriptive statistic measures of mean and range and will be disaggregated by specialization, ethnicity, and gender. Results will be reported and displayed in a table.

3 During a spring end-of-the-semester Education Department Retreat, faculty members review all assessment data and discuss the results, identifying strengths and weaknesses of the program. All the full and part-time faculty in the program are invited to participate in the retreat, discuss the assessment results, and decide whether any aspect of the program needs improvement. PLO 2: Create and Maintain an Effective Environment for Learning Candidates complete the fieldwork course EDU 4230 Student/Intern Teaching Seminar and are assessed using the Teaching Performance Expectations Evaluation. This evaluation is the signature assignment for this PLO and will be assessed in the first semester of fieldwork. The TPE Evaluation is directly correlated with the California Standards for the Teaching Profession, which correlates with the PLOs. The university supervisor and the master or mentor teach complete the TPE Evaluation of the student. The instructor for EDU 4230 is responsible for collecting the evaluations. Special Education faculty will assist in compiling and analyzing the data, and by examining year over year outcome data for this The primary method of assessment for this PLO is the TPE, which is scored using a four-point rubric with performance levels of: not observed, beginning, emerging, and applying. Performance levels are assigned a numerical rating from 0 (not observed) to 3 (applying). Scores will be analyzed using descriptive statistic measures of mean and range and will be disaggregated by specialization, ethnicity, and gender. Results will be reported and displayed in a table. Candidates are expected to achieve a minimum mean score of 2 on the rubric at the completion of the first semester of fieldwork. Special Education Faculty will review and discuss candidates who did not achieve at the expected level, and outline an improvement plan if necessary for their second semester of fieldwork.

4 PLO 3: Understand and Organize Subject Matter Candidates complete the fieldwork course EDU 4230 Student/Intern Teaching Seminar and are assessed using the Teaching Performance Expectations Evaluation. This evaluation is the signature assignment for this PLO and will be assessed in the second semester of fieldwork. The TPE Evaluation is directly correlated with the California Standards for the Teaching Profession, which correlates with the PLOs. The university supervisor and the master or mentor teach complete the TPE Evaluation of the student. The instructor for EDU 4230 is responsible for collecting the evaluations. Special Education faculty will assist in compiling and analyzing the data, and by examining year over year outcome data for this The primary method of assessment for this PLO is the TPE, which is scored using a four-point rubric with performance levels of: not observed, beginning, emerging, and applying. Performance levels are assigned a numerical rating from 0 (not observed) to 3 (applying). Scores will be analyzed using descriptive statistic measures of mean and range and will be disaggregated by specialization, ethnicity, and gender. Results will be reported and displayed in a table. Candidates are expected to achieve a minimum mean score of 2.5 on the rubric at the completion of the second semester of fieldwork. Special Education Faculty will review and discuss each candidate s performance to determine eligibility for recommendation for the credential.

5 PLO 4: Planning Instruction and Designing Learning Experiences for All Students During the course EDU 4234 and 4237 Curriculum Adaptations for Students with Disabilities (Mild/Moderate) and (Moderate/Severe) students are expected to complete a lesson plan on academic content area with suitable adaptations and modifications for a student with a disability, appropriate to their area of specialization. The lesson plan is the signature assignment for this The instructor(s) of the course (EDU 4234, EDU 4237) is (are) the primary person(s) responsible for the assessment of this Special Education faculty will assist by examining year over year outcome data for this The primary method of assessment for this PLO is the lesson plan, which is scored by the instructor using a 4-point rubric. One additional faculty will score 25% of the lessons for interrater reliability. Scores will be analyzed using descriptive statistic measures of mean and range and will be disaggregated by specialization, ethnicity, and gender. Results will be reported and displayed in a table. PLO 5: Assessing Student Learning The signature assignment for this PLO is the Comprehensive Assessment Report written in EDU 4203 Clinical Assessment. Candidates are required to administer one formal standardized

6 assessment with a case study student and develop a full written comprehensive assessment report of the case study student. The instructor of the course EDU 4203 is the primary person responsible for the assessment of this Special Education faculty will assist by examining year over year outcome data for this The primary method of assessment for this PLO is the Comprehensive Assessment Report, which is scored by the instructor using a 4-point rubric. One additional faculty will score 25% of the lessons for inter-rater reliability. Scores will be analyzed using descriptive statistic measures of mean and range and will be disaggregated by specialization, ethnicity, and gender. Results will be reported and displayed in a table. PLO 6: Developing as a Professional Educator The signature assignment for this PLO is the Capstone Project written in EDU 4880 Capstone Seminar. Candidates are required to complete a formal written paper detailing one area of interest supported by current research in special education. The instructor of the course EDU 4880 is the primary person responsible for the assessment of this Special Education faculty will assist by examining year over year outcome data for this The primary method of assessment for this PLO is the Capstone Project, which is scored by the instructor using a 4-point rubric. One additional faculty will score 25% of the lessons for interrater reliability. Scores will be analyzed using descriptive statistic measures of mean and range and will be disaggregated by specialization, ethnicity, and gender. Results will be reported and displayed in a table.

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