Program Status Report 1. FLORIDA INTERNATIONAL UNIVERSITY COLLEGE OF EDUCATION Program Folio Status Report

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1 Program Status Report 1 FLORIDA INTERNATIONAL UNIVERSITY COLLEGE OF EDUCATION Program Folio Status Report Program: Degree Level: Program Leader: Program Faculty: Special Education Master of Science Cramer Cramer, Program Leader & Associate Professor Dr. Patricia Barbetta, Associate Professor Dr. Linda Blanton, Professor Dr. Joyce Harth, Assistant Professor Melanie Morales, Visiting Professor Dr. Monika Shealey, Assistant Professor Dr. Diana Valle-Riestra, Assistant Professor I. Program Mission and Conceptual Framework Linking Program to College Special Education Programs Mission Statement The mission of the special education program is to (1) prepare special education professional who have the understandings, skills, and dispositions to facilitate and promote learning and development of students with exceptionalities, (2), create and disseminate new knowledge related to the field of special education, and (3) develop successful collaborative professional partnerships with other professionals and organizations to promote the education and treatment of students with disabilities and their families. II. Program of Studies (attach the curriculum) See attached III. Curricular Changes Since Last Review (2001) and Impact on Standards, Competencies, and Practices Several curricular changes have occurred in the initial certification special education programs since the last review in First, Florida moved from categorical to non-categorical licensure which mandated the faculty to make appropriate changes and revisions to the program. Previously, the program was designed for students to be eligible for certification in the categorical areas of EH, LD, MR, and a separate track for VE. Currently, the program is designed for

2 Program Status Report 2 students to be eligible for non-categorical certification in ESE K-12. Lastly, the program of study is now more competency-based, aligning course objectives and planned field experiences with both state competencies (FEAPS and ESE K-12) and professional standards (CEC, INTASC, ESOL). These changes at the initial level provide the context for understanding the background of many of the students who enter the Master of Science degree in Special Education. The program of study for he MS degree program has not changed; however, two key courses, 6912 and 6228 are under review because of the retirement of a faculty member who taught the courses for many years. Dr. Linda Blanton is currently teaching both courses and preparing revisions for consideration by program faculty. IV. Changes in Candidates Performance, Faculty, Resources, and Governance Several leadership changes have occurred at both the College and Program levels. At the College level, a total of three (3) deans have been appointed since 2006 when Dr. Linda Blanton left the position and returned to the special education faculty. The University appointed an interim dean, Judith Blucker, in June 2006 until a search was completed. Dean Luis Miron was appointed dean in 2007 and left the university in The current interim dean is Dr. Kingsley Banyan; a dean s search is underway. At the Program level, Dr. Patricia Barbetta was a long-time program leader, but took the position of Interim Associate Dean of Graduate Studies in Dr. Elizabeth Cramer is the current program leader. Dr. Linda Blanton returned to the special education faculty. Two faculty members joined the program in 2006, Dr. Monika Shealey and Dr. Diana Valle-Riestra, and one faculty member joined in 2008, Dr. Joyce Harth. One faculty member, Dr. David Bicard, left the faculty in 2003 and two others (Drs. Howard Rosenberg and Luretha Lucky) retired in Two faculty members in special education (Barbetta and Cramer) received three grants Projects SAFE PASSAGE, QUEST, and IMPRESS that support cohorts of MS students. V. Describe the methods by which candidates in the program impact on P-12 student learning or support the school learning environment. Students in the special education MS program are exposed to pedagogy and instructional strategies that promote positive outcomes for students with disabilities in inclusive settings located within urban communities. Specifically, students become stewards of the discipline by learning special education subject matter and pedagogical knowledge related to special education. They know how to integrate theory and critically analyze issues in special education. They know how to use this knowledge to help all students

3 Program Status Report 3 learn, particularly those with diverse learning needs including those with exceptionalities. They engage in cross-disciplinary activities to ensure breadth and depth of knowledge. Two required courses in the MS program sequence focus on classroom research. In 6912, students identify a classroom problem, review the literature on the problem they identified, develop an action plan for conducting action research in their classrooms, and pull this material together into an Action Research Proposal that they will implement in the second course, During this second course, students implement their action research (interventions are about 5-8 weeks), then complete a report on their research. This includes analyzing their data, reporting findings, and discussing limitations, implications, and dissemination. In most all cases, students (teachers) report positive changes in their students learning and/or behavior. The action research project supports special education MS students to reflect on practice and to change approaches based on inquiry. This process helps them to think critically about educational issues and to apply their knowledge in special education and theory to seek resolutions that benefit students. As mindful educators, special education MS students possess the dispositions (habits of mind) to conduct and exhibit professional and ethical behavior. They think about their own thinking (Reflective Thoughtfulness). They take time to check over work because of his/her being more interested in excellent work than in expediency (Striving for Accuracy). They abstract meaning from one experience and carry it forward and apply it to a new situation by calling on their store of past knowledge as a source of data to solve new challenges (Applying Past Knowledge to New Situations). VI. How is technology used in the program to impact instructional strategies in schools? Specify the types of technology (e.g., using Internet resources for instruction, Powerpoint presentations, electronic gradebooks etc.) used and discussed in program courses. Please complete the Table below indicating in which courses you are infusing technology in your programs. Opportunities to develop and practice skills in instructional technology exist throughout the MS program. As a result of an increased focus on accessing the general education curriculum via universal design for learning (UDL) strategies, our students receive instruction on assistive technology and UDL skills through the course, Instructional Technology for Special Education ( 6765). Additionally, instructional technology strategies are infused throughout program courses and are reflected in the following table. Table 1 Technology Experiences Across Program Course Number Course Name Experience/ Assignment Rubric/ Assessment Common Assessment Y N

4 Program Status Report Inst Tech for Special Ed Advanced Theory and Research Integration of Assess, Curr, Inst Design UDL lesson Explore instructional and assistive hardware Use of internet resources to create thorough literature review for an action research project Use of Databases to obtain literature; develop power point (PPT) presentation evaluation of literature review Evaluation of PPT N Y N VII. How is diversity addressed in your program? In what courses are content, candidate experiences, and issues of diversity discussed? The state mandates that students certified in special education also carry the ESOL endorsement. All of our MS students are currently certified in special education. Our program ensures that ESOL competencies are infused throughout the program. Additionally, all special education faculty are adequately versed in ESOL methodologies. Table 2 below indicates the courses where diversity content, experiences, and issues are infused in the special education program. Table 2 Diversity Experiences Across Program Course Number Course Name Advanced Theory and Research Integration of Assess, Curr, Inst Issues and Trends in Special Ed Experience/ Assignment Action Research Project for CLD students with disabilities Action Research Project for CLD students with disabilities Critical Issues in Urban Education Paper Rubric/ Assessment Evaluation of literature review Assessment of project Rubric to evaluate paper Common Assessment Y N Y N Y

5 Program Status Report 5 VIII. In a table/grid format indicate the courses in the program in which students complete field experiences, number of field hours, and required assignments. Students enrolled in our special education MS program have extensive experience in the field. Nearly all are currently employed in the local school district. For those who are not, experiences may be created on case by case basis. During their coursework, students must conduct action research projects, prepare and implement units of instruction, engage in deliberate observations and reflective practices of their own teaching, and use a variety of forms of instructional technology. Table 3 Field Experiences Across Program Program MS in Special Education Field Experiences (list attached) Classroom-based research Clinical Practice (Student Teaching or Internship) N/A Required Assignments A research project to be completed in the field over two semesters Total Number of Hours 120 hours IX. The faculty has a positive working relationship with local public and private educational agencies. Several faculty members are board members of these institutions and other consult frequently on various projects. The FIU special education program has a Community Advisory Board that includes all special education faculty, selected general education faculty, representatives from local educational agencies and related professional. This board works closely with the program faculty to influence program development. Table 4 Faculty Activities in P-12 Schools Faculty Name Dr. Patricia Barbetta Dr. Patricia Barbetta Dr. Linda Blanton Semester/Year School Activities Name of School(s) Project GATE: New teacher mentoring program Project GATE: New teacher mentoring program Observed Math and English in co-taught high school Number of Hours Various Course Impact Various Coral Gables High School , 6228,

6 Program Status Report 6 Dr. Linda Blanton Dr. Linda Blanton Cramer classrooms Citrus Grove Middle School Observed Math and English in 7th and 8th grade co-taught classrooms; talk with teachers about inclusive practices Observed Algebra, English, Social Studies co-taught classes; talk with teachers about inclusive practices Working with administrator, coteachers, and students Coral Gables High School South Miami Elementary School , 6228, , 6228, 10 Cramer Working with inclusion classes Cramer Working with inclusion classes Working with administrator, coteachers, Cramer and students Working with coteachers Cramer Cramer Observation/Research Volunteer at School Cramer Events Volunteer at School Cramer Events Cramer Classroom Volunteer Observing Coteaching classrooms and offering feedback Cramer to co-teachers Cramer Reading to students Observing Coteaching classrooms Cramer and offering feedback Coral Gables Senior High School 5 Peskoe Elementary School 5 South Miami Elementary School 20 Norland Senior High School 5 South Miami Elementary 20 Coral Reef Elementary 20 JCC ECD Preschool 30 Coral Reef Elementary School 30 Winston Park K-8 10 West Miami Middle 5 Varela Senior High 5

7 Program Status Report 7 to co-teachers Observation and research in inclusive classrooms. Dr. Diana Valle-Riestra Observation and research in inclusive classroom. Observation of e- blocks reading software program in Pre-K ESE. MacMillian Middle Holmes- Braddock Senior High Tropical Elem X. Specify the measures used to assess student learning outcomes and at which point in the program the assessments occur. Student in the program are formatively assessed throughout their program of study via an electronic portfolio and database system called TaskStream (formerly efolio system). TaskStream is the COE s new web-based electronic portfolio application that allows students to upload and share selected work via the world wide web. This electronic portfolio system also has tools that allow students to create standards-based lesson plans, evaluation rubrics, and entire instructional units. As of Fall 2008, all students enrolled in the COE are required to subscribe and maintain a TaskStream account throughout their FIU career so that they can generate and maintain an electronic portfolio of their work in the College. Taskstream information can be found at this COE website: Students in the program are required to: (1) conduct a literature review as they plan an action research project (artifact in 6912), (2) conduct action research in their classrooms and prepare an action research report Additionally, students are assessed on a critical issues paper in XI. Describe program changes, modifications, and revisions made based on assessment results. Faculty will review the FTCE SAE data when available to determine if there are any student trends in competencies and strengthen curriculum as necessary.

8 Program Status Report 8 XII. Remediation of Weakness from Prior Review (if any). No areas were cited from prior review.

9 Program Status Report 9 Master of Science Special Education Program Leader: Cramer [email protected] Phone: Department: Educational and Psychological Studies Brief Description of the Program: The Master of Science in Special Education is for students who hold a Florida certification in special education and is designed to extend and refine the knowledge and skills developed by the student in the undergraduate special education curriculum. The program represents an extension and refinement of knowledge and skills developed in an undergraduate special education program. The major competencies include: a) issues and trends in special education; b) supervision and leadership skills; c) working collaboratively with related professionals and parents; d) instructional technology; e) action research; and f) Integration of Assessment, Curriculum and Instruction. Admission Requirements: 1. A bachelor s degree from an accredited institution and a minimum GPA of 3.0 or better on a 4.0 scale for the last 60 credits of upper-division undergraduate coursework; 2. Passing scores for the General Knowledge Test (GKT) all sections; 3. Two letters of recommendation, at least one of which must be from a person familiar with the applicant s undergraduate work and able to comment knowledgeably on his or her ability to perform graduate-level work; 4. A personal statement of 1,000 words or less explaining any personal and professional goals you plan to achieve with the accomplishment of the degree. Please list any recognitions of achievement that you have received (e.g. licenses, publications, awards). Provide any additional information that you would like considered in the evaluation of the application; 5. A résumé describing at least the past five years of employment history and significant community, professional, or college extracurricular activities; 6. A valid Florida professional teaching certificate in special education. Proof of certification is required; Program Requirements: 1. Total credits: Special Education Core credits: Area of Concentration credits: 9 Program of Study: Course: Credit Hours: Special Education Core: (27 credit hours) EDF 6608 Social, Philosophical, and Historical Foundations of Education 3 EDP 6211 Educational Psychology: Foundations and Applications 3 EDF 5481 Foundations of Educational Research Seminar in Special Education: Issues and Trends Seminar in Special Education: Supervision and Leadership Advanced Theory and Research in Special Education 3 SPS 6199 Family/School Consultation and Collaboration Instructional Technology Integration of Assessment, Curriculum, and Instruction 3 Area of concentration: (9 credit hours) Area of concentration may be an endorsement such as ESOL or as planned and approved by student and

10 Program Status Report 10 advisor.