Special Education Master s Program OUTCOMES ASSESSMENT PLAN

Transcription

1 1 Special Education Master s Program OUTCOMES ASSESSMENT PLAN Department of Literacy, Early, Bilingual, and Special Education Mission Statement The mission of the Special Education Program at California State University, Fresno is to professionally prepare teachers and other educational professionals to meet the educational needs of children and adults with disabilities. With special attention to diversity and equity, the program is based on the philosophy that all students can learn, and belief that all individuals with disabilities should be respected and will become productive and contributing members of society. Learning Goals and Outcomes Pedagogy and Universal Access (including Teaching English Learners and Special Populations) Goal 1. Provide teacher candidates with knowledge to plan and implement curriculum and instruction. Graduates of the Special Education Master s Program will be able to: 1.1: plan instruction based upon appropriate use and interpretations of assessment results, to develop IEP goals and objectives, individual transition plans, and behavior intervention plans, taking into account subject matter, students prior knowledge of curriculum, linguistic abilities, cultural characteristics, and learning styles. 1.2: analyze assessment and performance data to determine whether to maintain, modify or change specific instructional strategies, curricular content or adaptations, supports and/or daily schedules to facilitate skill acquisition and successful participation for diverse learners. 1.3: plan and utilize instructional strategies, activities, and content that address diverse student interests, utilize individual strengths, and accommodate various styles of communication and learning and align with core curriculum. 1.4: implement educational programs that reflect current evidence-based and/or best practices

2 2 Collaboration Goal 2. Provide teacher candidates with knowledge to communicate and participate in collaborative educational practices. Graduates of the Special Education Master s Program will be able to: 2.1: demonstrate effective communication skills in the areas of respectful collaboration, managing conflicts, networking and negotiating, and supervising and training support. 2.2: collaborate and communicate effectively with administrators, school colleagues, support staff, family members, other service providers, and agencies in the larger community to support students learning and well-being. 2.3: collaborate to design, implement, and evaluate educational plans that reflect transition across the life span for all learners. Professionalism Goal 3. Provide students with knowledge to develop as a professional. Graduates of the Special Education Master s Program will be able to: 3.1: understand laws and regulations related to individuals with disabilities and their families and demonstrate advocacy skills 3.2: apply and reflect on ethical standards to his or her professional conduct 3.3: reflect on his or her own progress, accept professional advice, consider constructive criticism, and engage in critical reflections, open discussion of ideas, and a continuous program of professional development. Research Goal 4. Provide teacher candidates with knowledge to utilize research to improve instructional practices, classroom management, inclusive strategies, and providing support to students, their teachers and families. Graduates of the Special Education Master s Program will be able to: 4.1: design, implement, analyze effect of and reflect on research conducted in a school setting. Student will utilize either an action research or a single subject design 4.2: develop a research proposal in writing and defend it in an oral presentation 4.3: write a literature review in APA style that meets passing rubric score for style/format, content, mechanics, and references.

3 3 Outcomes Assessment Measures During the regular scheduled program meetings in the 2012 school year, the Special Education Program faculty reviewed existing assessment measures and the past Outcomes Assessment Plan. Based on the needs of the program, the following measures will be used in the next three years ( ): 1) Evaluation and Needs Assessment Survey-Candidate Form 2) Evaluation and Needs Assessment Survey-Administrators/Employer 3) Portfolio Evaluation Rubric 4) Writing Assessment Rubric 5) Research Proposal Scoring Guide 6) Intervention Project*/Social Integration Project** (Scoring Guidelines) 7) Project Rubric or Thesis Rubric 8) Candidate Disposition Learning Outcome Outcome by Assessment Activity /Assignment Assessment Measure 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3; 3.1, 3.2, 3.3 Evaluation and Needs Assessment Survey-Candidate Form 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3; 3.1, 3.2, 3.3 Evaluation and Needs Assessment Survey-Administrators/Employer 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3; 3.1, 3.2, 3.3 Portfolio Evaluation Rubric 4.1, 4.2, 4.3 Writing Assessment Rubric 3.2, 3.3; 4.2, 4.3 Research Proposal Scoring Guide 1.1, 1.2, 1.3, 1.4; 2.2, 2.3; 3.3 Intervention Project* [Special Education Teaching Sample Project M/M] 1.1, 1.2, 1.3, 1.4; 2.2, 2.3; 3.3 Social Integration Project** 4.2, 4.3 Project and Thesis Rubric 1.1, 1.2, 1.3, 1.4; 2.1, 2.2, 2.3; 3.1, 3.2, 3.3 Candidate Disposition * Mild/Moderate Candidates **Moderate/Severe Candidates

4 4 Curriculum Map [Outcome by Course] SPED 175/176 X X X X X X X X X X X SPED 219 X X X X X X X X X X SPED 233 X X X SPED 235 X X X X X X X X X X X SPED 236 X X X X X X X X X X X SPED 243 X X X SPED 246* X X X X X X X SPED 247** X X X X X X X X SPED 298/299 X X X X X * Mild/Moderate Candidates **Moderate/Severe Candidates The following are brief descriptions of each of these measures: Evaluation and Needs Assessment Survey Candidate Form: This survey is designed to assess whether program graduates believe that goals and objectives of the program are met. The instrument contains (1) a statement of purpose, (2) demographic information, (3) questionnaire examining the level of competency achieved by the Special Education Program graduates and (4) additional comments made by the graduates. This survey is given to each candidate twice; when the candidate exits the Special Education Program at Preliminary and the candidate exits Special Education Program at Clear. Candidate performance is rated on a scale of 0-3, with 3 representing well prepared, 2 indicating moderately prepared, 1 being poorly prepared and 0 being no knowledge. Data are

5 5 used to identify program strengths and areas for improvement. Necessary changes are made and subsequent assessment data analyzed. Evaluation and Needs Assessment Survey - Employer/Administrator Form: This survey intended to examine the quality of the Special Education Program perceived by the administrators or employers who hire our graduates or provide sites for the candidates of our program to complete their final student teaching. This measure consists of 4 sections: (1) a cover letter explaining purposes of survey (2) demographic information (3) questionnaire and (4) additional comments. Practicum Administrator are surveyed twice: When the students have completed their final student teaching at their practicum sites at Preliminary and Clear. University supervisors are responsible for distributing this survey to district employers. Candidate performance is rated on a scale of 0-3, with 3 representing well prepared, 2 indicating moderately prepared, 1 being poorly prepared and 0 being no knowledge. Data are used to identify program strengths and areas for improvement. Data collected are used to identify program strengths and areas for improvement. Necessary changes are made and subsequent assessment data analyzed. Writing Assessment - A writing rubric will be used to evaluate our candidates writing, understanding of literature review, and data reporting in SPED 233. Data collected will be used to identify program strengths and areas for improvement. Necessary changes will be made and subsequent assessment data analyzed. Research Proposal The final project for SPED 243 is a Research Proposal. Students are expected to engage in an iterative process of writing. Each section draft is worth 10 points; the complete draft (for writing group review) is worth 20 points, and the final draft is worth 20 points [70 points total]. Students must keep and submit all drafts and group feedback. Broadly, the proposal will contain: 1. Introduction: General statement of the problem, including background and significance; hypotheses/research questions 2. Literature review (revise/build upon draft from SPED 233, if same topic) 3. Methods: Description of participants and setting; research design; data sources; dependent variables (where relevant); instrumentation (where relevant); processes and procedures (proposed data collection and analysis); anticipated results (where relevant) 4. Discussion: Limitations; importance; contribution to the field Intervention Project* [Special Education Teaching Sample Project] In SPED 246, students complete a comprehensive intervention project. Students are scored on their description of the class context; development of measurable and obtainable goals and objectives and lesson planning; ability to analyze and interpret curriculum-based measurement/progress monitoring assessments to

6 6 plan effective and differentiated instruction and interventions; instructional decision-making; and reflection relating instruction and student learning outcomes and identification of professional development goals. Social Integration Plan** Students in SPED 247 complete a project for which they reflect on and identify the ways in which they are supporting the development of social relationships and the active integration of a focus student into classroom and school environments. Based on observations and use of the ecological tools presented in class, students are scored on their ability to identify and describe effective strategies that support relationship development and integration for the focus student. In addition, students are evaluated on their plan to support relationship development/active participation for your focus student in two areas utilizing evidence-based practices. Portfolio The portfolio is divided into three sections. The first section includes the Individualized Induction Plan (IIP) and related forms. The second section includes materials or artifacts demonstrating student competency and ability to perform as a special education teacher. The third section contains the Program Completion Forms. This portfolio is designed to examine the products of students learning throughout graduate Special Education Program. Preparing a portfolio is a formative evaluation method requiring on-going data collection and reflection. During the process of preparing their portfolio, students are required reflect upon the evidence they provide. Data collected will be used to identify program strengths and areas for improvement. Necessary changes will be made and subsequent assessment data analyzed. Masters Project/Thesis Project includes 2 components: (1) project report including Chapter 1: Introduction, Chapter 2: Review of the Literature, and Chapter 3: Summary and Recommendations, and (2) project component. 299 Thesis contains (1) Chapter 1: Introduction, Chapter 2: Review of Literature, Chapter 3: Methodology, Chapter 4: Results, and Chapter 5: Discussion. A rubric is used by faculty to measure the quality of specific traits of the project/thesis. Data collected will be used to identify program strengths and areas for improvement. Necessary changes will be made and subsequent assessment data analyzed. Candidate Dispositions The Kremen School of Education and Human Development fosters the development of the following professional dispositions among our candidates: reflection, critical thinking, professional ethics, valuing diversity, collaboration, and life-long learning. Candidates are expected to reflect on these dispositions in their work with students, families, and communities. Multiple evaluative sources are used when assessing our candidate s dispositions. This examination involves professors, field-based supervisors/ mentors, and employers. The assessment of dispositions begins when candidates enter the program and continues throughout the graduate program at various levels. Assessment results provide feedback to university supervisors, to program instructors, and to the candidate.

7 7 SPED Program Data Collection Timeline Assessment Measure Type of Instrument Data Collected By Frequency of Data Collection Data Aggregated By Candidate Program Evaluation Survey SPED Coordinator Each Semester SPED Coordinator Employer Program Evaluation Survey University Supervisors Each Semester SPED Coordinator Evaluation of Candidate Writing Requirement Writing Rubric (SPED 233) SPED Faculty Fall Semester SPED 233 Instructor Evaluation of Candidate Research Proposal Writing Rubric (SPED 243) SPED Faculty Spring Semester SPED 243 Instructor Evaluation of Candidate Intervention Teaching Sample Project Evaluation of Candidate Social Integration Plan Scoring Guidelines (SPED 246) Scoring Guidelines (SPED 247) SPED Faculty Each Semester SPED 246 Instructor SPED Faculty Each Semester offered SPED 247 Instructor Evaluation of Candidate Project/ Thesis Rubrics SPED Faculty Each Semester Candidate Advisor Evaluation of Candidate Dispositions Survey Program Faculty (SPED 175/176 & 289/299) Appropriate Semester per candidate SPED Coordinator Closing the Loop - Use of the Results for Improving Teaching, Learning, or Curriculum The above assessment measures are intended to be comprehensive in scope, thorough in content, and designed to meet CSU, state and national standards or requirements for teacher education. In these measures, a variety of assessment techniques are utilized. For example, some measures are formal and indirect like surveys (Evaluation and Needs Assessment Survey), whereas others are direct, but informal such as performance-based measures (e.g. portfolio, graduate writing rubric, etc.). In addition, the Special

8 8 Education Program has employed formative evaluation and summative evaluation as a combination to examine students learning and program effectiveness. The thesis/project is used as summative evaluation while Portfolios are used for formative evaluation. Candidate Disposition is used both as summative and formative evaluation procedure in that this assessment begins when candidates enter the program and continues throughout the graduate program at various levels. Assessment results provide feedback to university supervisors, to program instructors, and the candidates. It should be noted that the Special Education Program faculties firmly believe that assessment must be nondiscriminatory and that validity and reliability is the key to the success of all assessment activities. To ensure that assessment results will be used for program improvement, the program faculty will meet at program meetings at least once in each semester to discuss issues related to outcomes assessment and make necessary changes. In addition, retreats will be held annually by the program to consider assessment results and recommend program changes. A timeline of the program s major assessment activities ( ) are included in this plan. Apart from that, results of the assessment data and program changes will be reported to the Program Advisory Board for its input and guidance in each semester. In the process assessment, teaching and evaluation, assessment activities, such as measurement development, data analysis, proposed program changes, and changes made based on the results of assessment activities will be documented in meeting minutes for program review. Data collection should be a meaningful routine and on-going process in Special Education Program for improvement purpose.

9 Individual Induction Plan Progress Report Portfolio Evaluation Credential Candidate University Supervisor Support Provider (1) (not principal or supervisor) Support Provider_(2) (not principal or supervisor) Signed: Date Credential Candidate Date District Support Provider Date University Supervisor

10 Professional Cleared Education Specialist Credential CCTC Standard to Meet Professional Goal All the evidences (i.e. indications of successful completion in the IIP) have been presented and attached to the IIP. The candidate has met the professional goal. The candidate is working on IIP this goal. The following evidence(s) (i.e., indications of successful completion in IIP) have been presented and attached to the IIP The candidate is working on this IIP goal. The following evidence(s) (i.e., indications of successful completion in the IIP) need to be presented and attached to the IIP. Projected Date of Completion Copy IIP Professional Goal Here Date of completion: List the evidence(s) collected below: 1. List the evidence(s) need to be collected Below:

11 Professional Cleared Education Specialist Credential CCTC Standard to Meet Professional Goal All the evidences (i.e. indications of successful completion in the IIP) have been presented and attached to the IIP. The candidate has met the professional goal. The candidate is working on IIP this goal. The following evidence(s) (i.e., indications of successful completion in IIP) have been presented and attached to the IIP The candidate is working on this IIP goal. The following evidence(s) (i.e., indications of successful completion in the IIP) need to be presented and attached to the IIP. Projected Date of Completion Copy IIP Professional Goal Here Date of completion: List the evidence(s) collected below: 1. List the evidence(s) need to be collected Below:

12 IIP Mid Evaluation Date of Mid IIP Evaluation Candidate Self-Evaluation Support Provider s Comment University Supervisor s Comment

13 IIP Final Evaluation Date of Final IIP Evaluation Candidate Self-Evaluation Support Provider s Comment University Supervisor s Comment

14 SPED 236: Facilitating full and active integration and access to social environments (worth 100 points in its entirety) This project is to reflect on and identify the ways in which you are supporting the development of social relationships and the active integration of your focus student into classroom and school environments. Based on observations and use of the ecological tools that we go over in class, you will identify and describe effective strategies that you and other staff at your site use to support your focus student. You will identify four, evidence-based ways that you are effectively supporting relationship development and integration for your focus student. Include a statement of how you will continue to develop this practice. Be sure to reference course content (in-class lecture and discussion, guest speakers, and/or assigned reading) as the evidence for the practices/strategies you describe. The purpose of this part of the project is to identify/articulate what is going well in your program, so that you can build on these areas. 10 points each/40 points total You will also write a plan to support relationship development/active participation for your focus student in two areas utilizing evidence-based practices. Please consider the range of course content in this area in light of the results of your ecological assessment of social environments, observations, and the areas that you describe in the first part of the project. This should not be a description of what you are currently doing, but rather how you will build on current practices or begin to use new ones. For example, you could describe a specific environment/time of the day in which you will train support staff to move away from 1:1 direct support of students or you could establish a peer-tutoring program at your school site. 30 points each/60 points total

15 SPED 233 THE RESEARCHER IN SPECIAL EDUCATION RESEARCH PAPER (GRADUATE WRITING REQUIREMENT) Name Date Semester TOPIC /100 Paper is on a relevant topic in the profession and of student interest. Style and Format Exemplary (4): APA, double space, models language and conventions of scholarly literature, style contributes to comprehensibility, meets guidelines for APA publication. Accomplished (3): APA, double space, models language and conventions of scholarly literature, style contributes to comprehensibility, models discipline s style. Developing (2): Some APA, lacks consistent style, unclear which reference for which quote, significant revisions needed. Beginning (1): APA not followed, not thorough or competent, lack of style and comprehensibility. Mechanics Exemplary (4): Follow all requirements for (3) and error free, writing flows, transitions support, follow writer s logic. Accomplished (3): Minor errors, conventions followed, comprehensible, transitions and subheadings are clear. Developing (2): Frequent errors in spelling or grammar/verb agreement, comprehensibility difficult, writing not smooth. Beginning (1): Numerous errors, logic of paper difficult to follow. Content and Organization Exemplary (4): Follow all requirements for (3), excels in organization, raises important issues, good basis for further research. Accomplished (3): All requirements followed, major points found and logically arranged, interesting paper, creditable summarization of related literature. Developing (2): Lacking in substantial ways, poorly focused, scholarly argument weak, major ideas inadequate, content and organization needs significant revisions. Beginning (1): Scholarly review of literature inadequate, content poorly focused, lacks organization, reader left with little understanding of the topic. Literature Review Current and emerging research is cited Variety of sources cited (journals, books, Internet ) Works Cited (Bibliography) AREAS to improve COMMENTS Meets the graduate writing requirement Does not meet the graduate writing requirement

16 1 Special Education Program - Scoring Rubric for Masters Project Student Name: Semester: Points Earned: Grade: 1. Primary trait: The Graduate student has clearly stated the problem addressed and purpose of his/her project. Scoring rubric: 1) Problem/purpose not discernible from the text, or so confused so as to violate scientific principles. 2) Problem/purpose discernible, but not stated in testable form; contextual connections vague. 3) Problem/purpose recognized and well stated; contextual connections clear. 4) Problem/purpose clearly stated and well crafted in an elegantly testable form; Hypothesis/objectives made with very clear contextual connection. 2. Primary trait: The review of relevant literature provides a historical context and comprehensive perspective of the topic. Scoring rubric: 1) The review does not adequately demonstrate the relationship between the project and current best practice in the field. 2) The review adequately demonstrates the relationship between the project and current best practice in the field but contains errors. 3) The review is well written and demonstrates the relationship between the project and current best practice in the field. 4) The review is very well written, demonstrates a relationship between the project and current best practice, and provides a comprehensive perspective of the topic. 3. Primary trait: The summary/recommendations/conclusions section clearly provides implications of the literature and a rationale for the project. Scoring rubric: 1) Procedures are vague, disorganized, and/or are filled with irrelevant information. 2) Procedures are unclear but interpretable. Some irrelevant information interferes. 3) Procedures are easily interpreted. Relevant information dominates.

17 2 4) Procedures are so clear that they require no additional interpretation and could be used directly as protocol. Appropriate details are provided. 4. Primary trait: The project component clearly integrates current results with previous scientific knowledge. Scoring rubric: 1) The project component merely replicates other materials and is unlikely to be used by the author or others. 2) The project component weakly integrates new information and lacks a dissemination component. 3) The project component critically integrates new information and is likely to be useful to others in the field. 4) The project component creatively integrates new information, is likely to be used by others and has a clear dissemination component.

18 1 Special Education Program - Scoring Rubric for Masters Thesis Student Name: Semester: Points Earned: Grade: 1. Primary trait: The Graduate student has clearly stated his/her research hypothesis/objectives in the thesis. Scoring rubric: 1) Hypothesis/objectives not discernible from the text, or so confused so as to violate scientific principles. 2) Hypothesis/objectives discernible, but not stated in testable form; contextual connections vague. 3) Hypothesis/objectives recognized and well stated; contextual connections clear. 4) Hypothesis/objectives clearly stated and well crafted in an elegantly testable form; Hypothesis/objectives made with very clear contextual connection. 2. Primary trait: The quantitative analysis techniques applied to the experimental results are rigorous and appropriate for the results being analyzed. Scoring rubric: 1) Quantitative methods do not describe the results, do not indicate levels of confidence in the experimental results, and/or are inappropriate for the data being analyzed (i.e., some assumptions of the technique are violated). 2) Quantitative methods describe the results, but do not appropriately indicate levels of confidence, or are inappropriate for the data being analyzed. 3) Quantitative methods clearly describe the results, appropriately indicate levels of confidence in the results, and are appropriate for the data being analyzed. 4) Quantitative methods are elegantly used to clearly describe results and to indicate levels of confidence. Methods used are appropriate for the data being analyzed, and no assumptions of the quantitative methods are violated. 3. Primary trait: The thesis Introduction provides a historical context and literature review of the thesis topic Scoring rubric: 1) The thesis introduction does not adequately review the historical literature and/or does not introduce the specific research problem by contextual framework.

19 2 2) The thesis introduction adequately reviews the historical literature but does not introduce the specific research problem in a contextual framework. 3) The thesis introduction is well written with adequate review of the historical literature. The specific research problem is placed in a contextual framework of previous work. 4) The thesis introduction is very well written and provides a nearly exhaustive review the historical literature. The specific research problem is clearly and elegantly presented in the context of previous work and represents a logical extension of the research problem. 4. Primary trait: The thesis Materials and Methods section are complete and clearly stated Scoring rubric: 1) Procedures are vague, disorganized, and/or are filled with irrelevant information. 2) Procedures are unclear but interpretable. Some irrelevant information interferes. 3) Procedures are easily interpreted. Relevant information dominates. 4) Procedures are so clear that they require no additional interpretation and could be used directly as protocol. Appropriate details are provided. 5. Primary trait: The thesis Discussion section clearly integrates current results with previous scientific knowledge. Scoring rubric: 1) The thesis Discussion merely a restatement of the results and is devoid of comparison to previously published findings. 2) The thesis Discussion weakly integrates current results with previous findings. 3) The thesis Discussion integrates current results with previous findings. Results are compared to conceptual framework of previously published research, but lacks sufficient detail. 4) The thesis Discussion clearly integrates current results with findings of previous research. Results are compared in a well constructed and detailed conceptual framework of previously published research.

20 SPECIAL EDUCATION CANDIDATE DISPOSITIONS ASSESMENT California State University, Fresno Candidate: Date: Completed by Supervising Faculty Member: Completed by Cooperating Teacher: Date: Date: (Circle one) SPED 120 FINAL Practicum The following matrix was developed based on feedback from our candidates, advisory board members and part-time faculty. Descriptors are listed as evaluation guidelines for each of the dispositions. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior, and not as a conclusive determining factor. Rate yourself or the candidate you are supervising in each of the following listed behaviors as follows. Please check the appropriate box for each of the dispositions. EVALUTION POINTS SPED 120 Program Entry SPED 175/176 Practicum DISPOSITION: Reflection YES NO YES NO Applies, assesses, reflects upon, and adjusts instructional strategies to advance student learning. Accepts and incorporates suggestions in subsequent practice. Demonstrates self-analysis regarding one s own strengths and weaknesses. Ability to see one s own contribution to identified challenges in the classroom and to make changes as needed. DISPOSITION: Critical Thinking YES NO YES NO Utilizes assessment data to adjust instruction, choice of curriculum and methods of evaluation. 1

21 Candidate s work (e.g., case studies, group process evaluations, article critiques) indicates an ability to identify problems and solutions. Intentionally applies and encourages higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving with students in the classroom. Solicits and gives thoughtful consideration to alternative and contradictory opinions. Inquiring, creative, seeks solutions DISPOSITION: Professional ethics. YES NO YES NO Recognizes the importance of consulting research to inform instruction for students with special needs Shows commitment to ethical conduct: turns in assignments on time, is punctual and reliable in attendance, maintains professional appearance Utilizes positive behavioral supports when managing student behavior. Actively advocates for students and encourages student selfadvocacy. Utilizes non-biased assessments. DISPOSITION: Valuing Diversity YES NO YES NO Examples of behavioral indicators include, but are not limited to: Diagnoses learners needs by interpreting data from diverse sources (e.g., formal/informal assessments, student behavior and feedback, and parent responses) 2

22 Develops lessons that are interesting and engaging utilizing a variety of instructional strategies to accommodate all learners, including those from diverse backgrounds, experiences, and cultures. Facilitates the academic and social inclusion of students with special needs in various inclusive activities and environments. Differentiates instruction to allow students who differ widely in terms of their background, knowledge, learning styles/preferences, and orientation to school norms to reach common standards. EVALUATION POINTS SPED 120 SPED 175/176 Program Entry Practicum DISPOSITION: Collaboration YES NO YES NO Examples of behavioral indicators include, but are not limited to: Demonstrates the ability to work creatively and collaboratively with colleagues, parents, and the community. Values families as full partners in the educational process Collaborates with general education teachers in the modification of instruction, curriculum and assessment of students with special needs. Communicates on a regular basis the progress of students with special needs to parents and general education teachers. Plans and collaborates to ensure that appropriate supports for smooth transitions are in place. 3

23 EVALUATION POINTS SPED 120 SPED 175/176 Program Entry Practicum DISPOSITION: Life-long Learning YES NO YES NO Examples of behavioral indicators include, but are not limited to: Seeks out opportunities for professional development (e.g., attendance at workshops, inservice trainings, conferences, membership in professional organizations) using the information learned to improve teaching practice. Seeks out opportunities to serve the school, students, and community (e.g., extracurricular activities, Big Brothers, Big Sisters). Demonstrates a positive attitude toward learning, intellectual and academic curiosity. Presents on an area of expertise or interest to teachers and/or parents at local, state, national or international conferences or trainings. Candidate Signature: Faculty Signature: Date:. Date.. 4

24 SPECIAL EDUCATION CANDIDATE DISPOSITIONS ASSESMENT California State University, Fresno Candidate: Completed by Supervising Faculty Member: Completed by Cooperating Teacher: Date: Date: Date: Circle one: SPED 130 SPED 175 SPED 176 SPED 236 The following matrix was developed based on feedback from our candidates, advisory board members and part-time faculty. Descriptors are listed as evaluation guidelines for each of the dispositions. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior, and not as a conclusive determining factor. Rate yourself or the candidate you are supervising in each of the following listed behaviors as follows. Please rate the items in the table below on a scale from 1-4: 1 = no/limited evidence/application 2 = some evidence/application 3 = satisfactory evidence/application 4 = Exceptional evidence/application SPED 120 (Program Entry) SPED 175/176 Practicum (Program Exit) DISPOSITION: Reflection Applies, assesses, reflects upon, and adjusts instructional strategies to advance student learning. Accepts and incorporates suggestions in subsequent practice. Demonstrates self-analysis regarding one s own strengths and weaknesses. Ability to see one s own contribution to identified challenges in the classroom and to make changes as needed. DISPOSITION: Critical Thinking Utilizes assessment data to adjust instruction, choice of curriculum and methods of evaluation. Candidate s work (e.g., case studies, group process evaluations, article critiques) indicates an ability to identify problems and solutions. Intentionally applies and encourages higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving with students in the classroom. Solicits and gives thoughtful consideration to alternative and contradictory opinions. Inquiring, creative, seeks solutions DISPOSITION: Professional ethics Recognizes the importance of consulting research to inform instruction for students with special needs Shows commitment to ethical conduct: turns in assignments on time, is punctual and reliable in attendance, maintains professional appearance Utilizes positive behavioral supports when managing student behavior. Actively advocates for students and encourages student self-advocacy. Utilizes non-biased assessments. 1

25 SPED 120 (Program Entry) SPED 175/176 Practicum (Program Exit) DISPOSITION: Valuing Diversity Diagnoses learners needs by interpreting data from diverse sources (e.g., formal/informal assessments, student behavior and feedback, and parent responses) Develops lessons that are interesting and engaging utilizing a variety of instructional strategies to accommodate all learners, including those from diverse backgrounds, experiences, and cultures. Facilitates the academic and social inclusion of students with special needs in various inclusive activities and environments. Differentiates instruction to allow students who differ widely in terms of their background, knowledge, learning styles/preferences, and orientation to school norms to reach common standards. DISPOSITION: Collaboration Demonstrates the ability to work creatively and collaboratively with colleagues, parents, and the community. Values families as full partners in the educational process Collaborates with general education teachers in the modification of instruction, curriculum and assessment of students with special needs. Communicates on a regular basis the progress of students with special needs to parents and general education teachers. Plans and collaborates to ensure that appropriate supports for smooth transitions are in place. DISPOSITION: Life-long Learning Seeks out opportunities for professional development (e.g., attendance at workshops, inservice trainings, conferences, membership in professional organizations) using the information learned to improve teaching practice. Seeks out opportunities to serve the school, students, and community (e.g., extracurricular activities, Big Brothers, Big Sisters). Demonstrates a positive attitude toward learning, intellectual and academic curiosity. Presents on an area of expertise or interest to teachers and/or parents at local, state, national or international conferences or trainings. Candidate Signature: Date: Faculty Signature: Date: 2

26 Date: Dear Administrator: As you are aware, is currently completing the Preliminary Education Specialist Credential in Mild/Moderate or Moderate/Severe Disabilities. The Fresno State Special Education Program has an on-going process of surveying and evaluating our program graduates to revise and improve our program. A significant aspect of the overall evaluation process includes feedback from administrators of special education programs in which our graduates teach. Attached is an evaluation form written by members of our faculty. Please take a few moments to carefully respond. Note that your responses should be reflective of your perception of our program s ability to adequately prepare and support teacher candidates. This should reflect their skills and abilities at the completion of their final practicum. We can assure you that your responses will be kept confidential. All responses will be tabulated and summarized at part of the process for examining potential modifications and revisions in our program. Please return the completed evaluation form in the enclosed envelope. Should you have any questions about the evaluation form or process, I may be contacted at On behalf of the Special Education Program Faculty and Advisory Committee, I wish to thank you in advance for your input and cooperation in this endeavor. Sincerely, Elisa Jamgochian, PhD Special Education Program Coordinator

27 Evaluation and Needs Assessment Survey The following evaluation is based on my observation of and/or interaction with the student teacher through the following means. (Check all that apply). Formal observation(s) in the classroom Informal observation(s) in the classroom Interactions and observations outside of the classroom (e.g., faculty meetings, student supervision, etc.) In each of the areas of professional responsibility listed below, the teacher candidate s preparation is best described as The teacher candidate 1 Demonstrates subject-area expertise 2 Demonstrates an understanding of student learning needs 3 Is able to plan engaging instruction 4 Is able to effectively teach all students 5 Is able to use assessments to support student learning 6 Selects/develops appropriate instructional goals 7 Makes instructional decisions that reflect both student needs and curricular expectations 8 Adapts instruction effectively to meet the needs of diverse learners across a variety of settings 9 Collaboratively develops IEPs with parents and other service providers to include yearly goals and benchmark objectives that target the student s needs (including transition for students age 14 and up) 10 Implements appropriate instructional strategies and techniques to support individual student needs 11 Creates and/or maintains a constructive and positive learning environment 12 Develops rapport with students 13 Demonstrates the ability to design and implement positive behavioral support plans and interventions based on observation and assessment data. 14 Collaborates effectively 15 Communicates effectively 16 Works well with students families 17 Effectively utilizes technology for a variety of purposes (e.g., instruction, communication, and/or assessment) 18 Reflects on his/her practices 19 Demonstrates ethical behavior 20 Demonstrates cultural competence Well Prepared Moderately Well Prepared Poorly Prepared No Knowledge/ Unable to evaluate If this student teacher were a full-time, professional teacher on your faculty, how satisfied would you be with his or her overall performance as a novice teacher? (Circle one.) Dissatisfied Satisfied Very Satisfied Unable to Evaluate Please write additional comments on the other side of this form.

28 Evaluation and Needs Assessment Survey Statement of Purpose In order to evaluate the cumulative effects of teacher preparation in the CSUF Special Education Program, the program faculty, with the assistance and support of the program Advisory Committee, are asking that you complete this form and return it to the Special Education Program Coordinator at your earliest convenience. This form has been designed to serve simultaneously as a program evaluation instrument and as a needs assessment survey of CSUF students specialized in special education. Your participation in the exercise should be anonymous. The information collected from the use of the instrument will be tabulated and analyzed at CSUF and the results will be used to assist the planning efforts and program development initiatives of the SEP faculty. Thank you in advance for your cooperation and assistance in this important endeavor! Demographic Information Direction: Complete each statement below with the response most appropriate to your situation. 1. Type of the special teaching credential(s) you completed at CSUF (check all that apply): Mild/Moderate (M/S) Moderate/Severe (M/S) 2. Did you or will you complete a Master of Arts Degree in Special Education at CSUF? Undecided No Yes Anticipated Date of Graduation Area of specialization: Mild/Moderate Moderate/Severe 3. Ethnicity: American Indian/Alaska Native Asian Black Hispanic White Other (please specify) 4. Gender: Female Male

29 5. Your current teaching position/assignment: Not Employed as a teacher General Education Teacher Number of years Special Education Teacher Number of years Mild/Moderate Students Number of years Moderate/Severe Students Number of years Other (please specify) Number of years 6. Name of School system/district in which you are presently employed: N/A In each of the areas of professional responsibility listed below, I feel Well Prepared Moderately Well Prepared Poorly Prepared No Knowledge/ Unable to evaluate 1 I have subject-area expertise 2 I have an understanding of student learning needs 3 I am able to plan engaging instruction 4 I am able to effectively teach all students 5 I am able to use assessments to support student learning 6 I select/develop appropriate instructional goals 7 I make instructional decisions that reflect both student needs and curricular expectations 8 I adapt instruction effectively to meet the needs of diverse learners across a variety of settings 9 I collaboratively develop IEPs with parents and other service providers to include yearly goals and benchmark objectives that target the student s needs (including transition for students age 14 and up) 10 I implement appropriate instructional strategies and techniques to support individual student needs 11 I create and/or maintain a constructive and positive learning environment 12 I am able to develop rapport with students 13 I have the ability to design and implement positive behavioral support plans and interventions based on observation and assessment data. 14 I collaborate effectively 15 I communicate effectively 16 I work well with students families 17 I effectively utilize technology for a variety of purposes (e.g., instruction, communication, and/or assessment) 18 I reflect on my teaching practices 19 I demonstrate ethical behavior 20 I demonstrate cultural competence

30 TSP: Part 1 Students Receiving Special Education Services [TPE 8, 10, 11 M/M Standard 1 Program Standard 15] In this section you will choose one or a small group of students with identified disabilities in language arts and/or mathematics. Identify one or more of the categories under which the student(s) qualify for special education services as defined by IDEA. You will choose to address the students instructional needs/iep Objectives in mathematics or language arts. Identify any processing disorder(s) and discuss how you will tailor instruction to meet the needs of the learner. Based upon the information collected, develop a plan for behavior management/motivation including expectations, accountability, and positive reinforcement. [25 points possible] SAVE AS: TSP1_LastName.doc For example: TSP1_Jamgochian.doc Please include the rubric below with your paper. Description of Student(s) Narrative description of student(s) (age, grade, gender, amount of time spent in general and special education, Special Education/support services). Identify category/categories under which student qualifies for special education services, as well as any processing disorders/difficulties. Identify student strengths and needs in mathematics and/or language arts. Narrative description of implications for instruction How will you tailor instruction to meet student needs? Narrative description of expectations, accountability, and positive reinforcement All components are error free (0-1 errors) for spelling, grammar, syntax, mechanics, sentence structure, transitions, and organization of ideas. Submitted according to directions Implications for Instruction Each factor is specifically relevant to the students described above Implications are appropriate to instruction in mathematics or language arts for students with diverse learning needs Behavior Management Plan Include at least 3 expectations for student behavior that will support student learning. Include 1 expectation that encourages students to take responsibility for and ownership of their learning. For each expectation, include an example of how you will respond when students do and do not meet the expectations (i.e., what are the positive reinforcers and consequences?). Structure [Deductions only] -3 = Few (3-4) errors, non interfering with comprehensibility -4 = Some (5-6) errors, none interfering with comprehensibility -5=Abundant (7 or more) errors, or any errors that interfere with comprehensibility Rubric attached. Assignment saved with appropriate naming protocol (e.g., TSP1_Jamgochian.doc) and submitted to Blackboard. 5 points 8 points 12 points -1 to -3 points

31 TSP: Part 2 Design for Instruction [TPE 7, 8, 9 M/M Standard 3 Program Standard 13] In this section you will develop measureable, attainable, short-term goals and a series of lesson objectives, including the CA Essential Standards addressed, based upon the chosen deficits/iep Objective(s). You will deliver 8-10 days of intervention matched to student skill deficit or 8-10 days of differentiated instruction using State Board of Education (SBE) core curriculum. You will include a detailed description of the instructional design (i.e., lesson plans), including teacher demonstration, explicit instruction, and structured, guided, and independent practice. [25 points possible] SAVE AS: TSP2_LastName.doc For example: TSP2_Jamgochian.doc Please include the rubric below with your paper. Short-Term Goal(s) and Lesson Objectives Provide an overview of the shortterm goal(s) and lesson objectives related to your instruction for the student(s) described in TSP: Part 1. *May be presented in a table or outline format. Explain why the learning goals you identified are appropriate Lesson Descriptions (3 lessons) All components are error free (0-1 errors) for spelling, grammar, syntax, mechanics, sentence structure, transitions, and organization of ideas. Submitted according to directions Learning outcomes are written in terms of student learning and can be observed and measured. They are challenging, varied, and appropriate to the student(s) and short-term goal(s). CA standard related to each outcome is included; outcomes are explicitly aligned with content standards Rationale for Goals/Objectives Rationale connects goals/objectives to content and a justification is provided for the appropriateness of the outcomes for student(s). Include: Instructional Design Lesson objective(s) Materials needed Sequence of lesson (Model, guided and independent practice) Examples of instructional strategies/activities for each step (Model, guided and independent practice); demonstrate a variety of strategies and activities across lessons Structure -3 = Few (3-4) errors, non interfering with comprehensibility -4 = Some (5-6) errors, none interfering with comprehensibility -5=Abundant (7 or more) errors, or any errors that interfere with comprehensibility Rubric attached. Assignment saved with appropriate naming protocol (e.g., TSP1_Jamgochian.doc) and submitted to Blackboard. 5 points 5 points 15 points (5 per lesson) -1 to -3 points

32 TSP: Part 3 Curriculum-Based Measurement [TPE 1A, 2, 3 M/M Standard 2 Program Standards 5 & 9] In this section you will administer curriculum-based measurements for the purposes of evaluating the efficacy of your instruction. You will administer 3 CBMs to establish a baseline, then 3 more throughout the intervention, to track student progress. Copies of dated, scored probes are to be included in the project. You will demonstrate your ability to analyze and interpret the curriculum-based measurement to plan effective and differentiated instruction and interventions. [25 points possible] SAVE AS: TSP3_LastName.doc For example: TSP3_Jamgochian.doc Please include the rubric below with your paper. Description of CBMs Describe the assessment, scoring, and evaluation criteria for your CBM Administer 3 equivalent forms of the CBM to establish a baseline (median) score Administer 3 additional probes (e.g., days 3, 6, and 10 of the intervention) Draw conclusions about your intervention planning, instruction, and assessment based on the data. Describe the degree to which you were able to meet students needs and the evidence you used to draw your conclusions. Provide a description of the CBM: a. exact tasks, items, questions, or methods used (can be a copy of the assessment) b. exact wording for oral and/or written directions for students (may be included on assessment copy) c. assessment adaptations for the student(s) in your intervention d. scoring criteria, including correct/ appropriate responses e. criteria for determining student learning Comment on: a. the relationship between the CBMs and short-term intervention goal(s) b. the importance of collecting that particular evidence c. how the results will help inform your instruction Establish a Baseline Include copies of dated, scored probes. Present baseline data in a table. Monitor Student Progress Include copies of dated, scored probes. Present data (including baseline median) in a table and graph. Analyze Data Align analysis with learning outcomes and standards and highlight the learning of students in the intervention. Interpretation is meaningful and supported by evidence of student learning. Conclusion recognizes teacher s role in and responsibility for student learning, based on student success. 5 points 5 points 5 points 10 points