Professional Education Unit
Program Review Document 3:
Program Experiences
Preparation Program: Communication Disorders
Degree: Master of Science (Non-Degree Option:
Planned 6th Year)
Certification Level: P-12
Preparation Level: Initial or Advanced
Rank Level: Rank II or I
Date Submitted: February 1, 2010
Link to Graduate Catalog: Graduate Catalog
State Regulation governing this program: 16 KAR 2:010
The following WKU faculty and staff have contributed to the development of this document: Lauren
Bland, Barbara Brindle, Richard Dressler, Joseph Etienne
WKU Communication Disorders (Initial and Rank 1) Page 2 of 32
Introduction
Program Relationship to Unit Conceptual Framework and Continuous Assessment Plan
WKU’s Conceptual Framework represents beliefs and values that are shared by all programs that
prepare university students to enter education professional fields. These fields include:

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
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Teachers in elementary, middle, and high schools
Library media specialists
Principals and superintendents
School counselors
School nurses
School psychologists
Speech pathologists
All these education professional preparation programs are considered by the National Council for
Accreditation of Teacher Education (NCATE) and Kentucky’s Education Professional Standards
Board (EPSB) to represent WKU’s Professional Education Unit. Faculty representatives from
each of the education fields in the Unit were involved in various aspects related to the
development and approval of the Conceptual Framework. An abridged version of the
Conceptual Framework is attached to this document as Appendix A.
It is important to note that during the development of the Conceptual Framework, committee
members thought it important to delineate all essential beliefs, ideas, and implications even if
they were difficult to measure or live out. Thus, many beliefs, ideas, or implications reflect what
the unit aspires to accomplish over time.
Based on these values, the Professional Education Council adopted the unit-wide Continuous
Assessment Plan. From this plan, each program developed a Program Assessment Plan
(Appendix B). As can be seen from our plan, the first “Continuous Assessment Matrix” maps
out how our program attempts to live out the unit-wide assessment vision. The “Critical
Performance Assessment Alignment Matrix” describes the assessments that our program uses to
measure candidate progress toward the Kentucky Teacher Standards. Unless noted, all these
assessments are collected within the unit’s Electronic Portfolio and Accountability Systems and
are used to guide decisions as indicated in the Transition Points described in the Program
Assessment Plan. The “Other Key Data Collection Matrix” identifies where other unit-wide data
related to the unit Conceptual Framework are collected within our program.
Furthermore, to ensure that all our program candidates work with diverse students, we have
identified the clinical field placement associated with CD 591 Externship as the designated
experience where candidates are placed in diverse settings. The following courses, assessments,
and experiences provide additional opportunities for our program candidates to address topics
related to diversity: CD 590 Internship. Note that in accordance with the certification standards
of the American Speech Language and Hearing Association, all of our graduates demonstrate
competency working with culturally and linguistically diverse clients.
Finally, after the Professional Education Council adopted a unit-wide set of dispositions (see
WKU Communication Disorders (Initial and Rank 1) Page 3 of 32
Appendix A), our program has identified the following courses and experiences where we or
other field observers (e.g., cooperating teachers) assess our students’ display of behavior
associated with these dispositions: CD 590 Internship. Upon completion of the clinical
experiences, supervisors and instructors rate the student’s dispositions and recommend either
remediation or continuation to CD 591 Externship.
Program Overview

Brief Program Description
The Department of Communication Disorders prepares students to become speech-language
pathologists in the educational and medical setting. In the schools, our goal is to ensure that our
graduates understand the range and breadth of communication proficiency and methodologies to
assist communicatively impaired students in the classroom. Graduate students are taught in two
cohorts. One cohort (approximately 50%) is a traditional, residential campus group. The other
cohort (approximately 50%) is taught primarily using distance learning. The students taught via
distance learning are located throughout the United States, but none takes classes at WKU’s
Extended Campuses (only undergrad courses in our department are taught there). The Master of
Science degree in Communication Disorders is a 49-hour program. Upon program completion,
the graduate is eligible to be employed at the Rank II level in Kentucky schools. To earn the
Rank I, a student needs to present 60 hours of planned, graduate work. In Communication
Disorders, the Rank I is only open to those who have already earned the master’s degree (and
initial certification) at WKU or another accredited program. A student seeking to earn the Rank
I will meet with the Rank I advisor and develop a plan of study that meets the student’s needs
and will cover the number of hours a student needs to take to reach the 60 hour graduate hour
level. Currently, there is no option for earning the Rank I credential concurrently with the
master’s degree.

Standards Addressed by Program
Kentucky Teacher Standards
In addition to the Kentucky Teacher Standards, the program adheres to the certification standards
of the American Speech Language Hearing Association (ASHA) and the accreditation standards
of the Council on Academic Accreditation in Audiology and Speech-Language Pathology
(CAA).
A. Content Standards
1. Course Descriptions
CD 500 Research Methods in Communication Sciences and Disorders
Interpretation of empirical research designs used in the field of speech-language pathology and
audiology. Includes understanding the various statistical analysis used to determine research
outcomes and their relevance to clinical practice.
CD 502 Motor Speech Disorders
The etiologies, communication characteristics, appraisal and treatment of motor speech disorders
in children and adults.
WKU Communication Disorders (Initial and Rank 1) Page 4 of 32
CD 504 Seminar in Child Language
Topics cover language disorders from infancy through adolescence; discussion of an integrated
model of language, reading, and writing intervention; discussion of multicultural and bilingual
issues
CD 506 Dysfluency
Literature review of cluttering and stuttering with emphasis on assessment and clinical
management of fluency disorders in children and adults.
CD 507 Aphasia
Symptomatology, etiology, differential diagnosis, and remediation of aphasia
CD 508 Voice Disorders
Diagnosis and remediation techniques for voice disorders in children and adults. Rehabilitation
of the laryngectomee including use of electrolarynx, esophageal speech, and other voice
substitutes.
CD 510 Seminar in Professional Issues
Current local, regional, and national issues that impact service delivery by the speech pathologist
and audiologist. Includes ethics and requirements for state and American Speech-Language
Hearing Association certification and licensure.
CD 511Neurology of Speech and Language
Neuroanatomical and physiological development with emphasis on normal reflexes affecting
motor and perceptual speech and language patterns. Stresses assessment and treatment
procedures in neurologically impaired children and adults.
CD 512 Seminar in Phonology
Study of phonological process theory and therapy approaches for persons, preschool age through
adult, with communication disabilities.
CD 513 Cognitive Linguistic Disorders
Designed to develop a working knowledge of neural based communicative linguistic disorders,
with an emphasis on traumatic brain injury, dementia, and other etiologies that cause cognitive
linguistic disorders. Students will gain knowledge in identification, assessment and therapeutic
strategies of neuro-anatomical bases and classification of cognitive linguistic disorders.
CD 514 Dysphagia
Characteristics, intervention protocols and treatment techniques for individuals with a diagnosis
of dysphagia. Case studies and clinical observations of patients with dysphagia will prepare
students for clinical placement.
CD 515 Rehabilitative Audiology
Methods and procedures for evaluating hearing loss and the selection and fitting of amplification
across the lifespan will be addressed. Intervention techniques and counseling will be
discussed.
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CD 518 Advanced Alternative and Augmentative Communication Modalities
Surveys terminology and service delivery for alternative and augmentative communication;
specifies the rationale for high or low tech device selection based on client needs
CD 589 Special Topics in Communication Disorders (for Rank I only)
Independent but guided inquiry of preapproved topics in the field of Speech PathologyAudiology. Not substituted for course offered same term.
CD 590 Clinical Internship
Advanced, supervised, clinical practicum that provides varied on campus experiences with
clients having more acute communication disorders.
CD 591 Clinical Externship
Advanced, supervised on-site clinical experience in a variety of settings including schools,
private practices, hospitals, rehabilitation facilities, nursing homes and home health agencies.
Electives (3 hours)
CD 496G International Speech Pathology
Students will acquire knowledge and understanding of how speech and language services are
rendered in other countries. Emphasis will be placed on the students’ identification of different
methodologies employed by clinicians in other countries for treating communication disorders in
adults and children.
CD 503 Advanced Diagnostics
Teaches in depth assessment, interpretation of results and clinical report writing skills. Focus on
identification of pediatric to geriatric persons with communication disabilities in various clinical
settings. Addresses assessment in multicultural populations. Elaboration and extension of basic
diagnostic skills and techniques.
CD 505 Orofacial Anomalies
Etiology, diagnosis, and management of speech/language dysfunctions associated with cleft
palate and other syndromes resulting from neuropathologies.
CD 509 Speech Science
Study and review of current research in acoustics, speech production, and speech perception.
Emphasis on physiological, acoustical and biomedical recording, measurement and interpretation
of speech signals. Includes lab activities with various equipment.
2. Standard Alignment Matrices

Program Alignment to Kentucky Teacher Standards
Appendix B contains our Program Assessment Plan. The “Critical Performance Assessment
Alignment Matrix” describes the assessments that our program uses to measure candidate
progress toward the Kentucky Teacher Standards.
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
Program Alignment to Learned Society Standards: American Speech Language Hearing
Association (ASHA)
Table 1, taken from our Program Assessment Plan, demonstrates the alignment of our content
courses and course assignments with our learned society standards.
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Courses
Critical Performance Assessment Alignment Matrix (Current: June 2007)
Advanced Preparation Professional Education Program (American Speech-Language-Hearing Association (ASHA))
III-A
III-B
III-C
III-D
III-E
III-F
III-G
III-H
Basic Sciences
Basic Human
Communication
Natures
Communication
Knowledge
Ethical Conduct
Research
Professional
Issues
Professional
Credentials
IV
Skills Outcomes
Discuss and write
article summaries
CD 500 Research
Exam
Exam
Discussion
board
Exam
Discussion board
Class
discussion
Paper
CD 509 Speech Science
Evaluation of
demonstrated skills
Group Presentation
CD 507 Aphasia
Exam
Evaluation of
demonstrated skills
Class Assignment
Class Project
CD 511 Neurology
Exam
Evaluation of
Demonstrated Skills
Evaluation of
demonstrated skills
CD 590 Clinical
Internship
CD 502 Motor Speech
Disorders
CD 504 Seminar in
Child Language
Classroom
Assignment
Exam
Independent
Project
Discussion
Paper
Discussion Paper
Class discussion
Presentations
Exam
Exam
Presentations
Clinician
evaluation
CD 514 Dysphagia
Evaluation of
demonstrated skills
Evaluation of
demonstrated skills
CD 591 Externship
CD 506 Fluency
Test
Project
Test
Practicum
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Evaluation of
demonstrated skills
Quizzes
Paper
CD 508 Voice
Disorders
Quizzes
Chat
Exam
Quizzes
Chat
Exam
Quizzes,
Chat
Exam
Evaluation of
demonstrated skills
Classroom
discussion
Presentation
Exam
CD 510 Professional
Issues
Classroom
discussion
Classroom
Discussion
Paper
CD 515 Rehabilitative
Audiology
CD 513 Cognitive
Linguistic Dis.
Exams
Presentation
Paper
Class assignment
Exam
Class Project
Class discussion
Exam
Special topic paper
Case Study
application
Research Paper
CD 512 Seminar
Phonology
Assigned
article
Abstract
Special topic
paper
CD 589 (Rank I only)
Alignment
4,5
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Special topic paper
Class
discussion
Exam
Special topic
paper
Special topic
paper
1,4,5
7,10
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
8,9,10
2,3,4,5,8,9
WKU Communication Disorders (Initial and Rank 1) Page 8 of 32
B. KERA Initiatives
Speech-language pathologists must be prepared in many initiatives of the Kentucky Education Reform
Act (KERA). KERA initiatives are integrated into all teacher preparation classes that our students take as
a part of their certification curriculum. Learner Goals and Academic Expectations are taught during the
student’s school based CD 591 Externship experience.
C. EPSB Themes
Our program is committed to graduating education professionals who are prepared to work with diverse
students, to assess student learning, to understand the importance of literacy across the curriculum, and to
close the achievement gap. In addition, our program is committed to technology and promoting high
ethical standards and leadership in our graduates. Table 2 below delineates the courses in our program
that ensure that our candidates are prepared in these areas.
Table 2: How Program Addressed EPSB Themes
CD 500
Research
Methods
CD 502
Motor Speech
Disorders
X
X
X
CD 504
Seminar in
Child Language
X
X
CD 506
Dysfluency
X
X
CD 507
Aphasia
X
X
CD 508 Voice
Disorders
X
X
CD 510
Seminar in
Professional
Issues
X
CD 511
Neurology
X
CD 512
X
X
X
X
How Course Addresses Theme
Students are taught to be ethical consumers and producers
of research.
X
X
X
Leadership
Code of Ethics
Technology
Closing
Achievement Gap
Literacy
Diversity
COURSES
Assessment
EPSB Themes
X
Student are taught assessment and treatment of motor
speech disorders in children from culturally and
linguistically diverse backgrounds
Students are taught assessment and treatment of language
disorders in children from culturally and linguistically
diverse backgrounds; Literacy is a part of communication
so it addressed in this class.
Students are taught assessment and treatment of fluency
disorders in children from culturally and linguistically
diverse backgrounds
Students are taught assessment and treatment of aphasia in
clients from culturally and linguistically diverse
backgrounds. This course primarily covers adult issues, but
this can include teens or anyone affected by a loss of
language skills.
Students are taught assessment and treatment of voice
disorders in children from culturally and linguistically
diverse backgrounds
Students are taught respect for cultural diversity, how to be
ethical, safe and effective practitioners, and how to be
effective leaders in their work environment
Students are taught assessment and treatment of
neurological disorders in children from culturally and
linguistically diverse backgrounds
Students are taught assessment and treatment of language
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Seminar in
Phonology
CD 513
Cognitive
Linguistic
Disorders
X
X
CD 514
Dysphagia
X
X
CD 515
Rehabilitative
Audiology
X
X
CD 518 Adv.
Alternative and
Augmentative
Communication
Modalities
X
X
CD 591
Externship
X
X
X
X
disorders in children from culturally and linguistically
diverse backgrounds; Literacy is a part of communication
so it addressed in this class. Specifically, phonological
awareness as it relates to literacy is addressed.
Students are taught assessment and treatment of cognitive
linguistic disorders in clients from culturally and
linguistically diverse backgrounds. This course primarily
covers adult issues, but this can include teens or anyone
affected by a loss of language skills secondary to an injury
or neurobiological change.
Students are taught assessment and treatment of dysphagia
disorders in children from culturally and linguistically
diverse backgrounds
Students are taught assessment and treatment of hearing
disorders in children from culturally and linguistically
diverse backgrounds
Students are taught assessment and treatment of children
who are unable to use oral communication or for whom oral
communication is limited. Technology is often used to
provide speech output which in turn closes an achievement
gap for students with special needs.
EPSB Code of Ethics is covered during the Teacher
Education Admissions Orientation. Students must
complete this orientation prior to enrolling in CD 591.
D. Program Faculty
See Table 3 below.
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Faculty
Name
Highest Degree,
Field, & University
Jeff Barefoot
M.S., Aud., University
of Louisville
Lauren Bland
Ph.D., SLP
University of Cincinnati
Table 3: Education and Content Faculty Information
Scholarship3, Leadership in
Assignment:
Professional Organizations,
Indicate the role(s)
Faculty
and Service4: List up to 3
of the faculty
Rank2
major contributions in the past
member1
3 years5
Clinical supervisor
/Full Time Instructor
Graduate faculty,
Externship Coordinator
Instructor
Associate
Professor
Scholarly presentations at regional
speech meetings and training sessions.
Collaborative research into the
Listening Program for autism and APD.
Clinical Education Complex Strategic
Advisory Committee
Presentation: The first death: Helping
student cope with loss. ASHA
Convention, Chicago, IL.
Chair of accreditation Site Visit teams
for the CAA 2006-2009
Teaching or other
professional
experience in P-12
schools
Hearing screenings, Little
Rock, AR public schools
system, Private Schools in
Bowling Green, KY
9 years, Jefferson County
Public Schools
Status to
institution
&
education
unit6
FT/FT
FT/FT
2 years (part-time) with the
Hamilton County Office of
Education, Ohio
Conference Co-chair
Kentucky Conference on
Communication Disorders
1
For example, faculty, clinical super clinical supervisor, department chair, etc.
For example, professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc.
3
Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in
new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.
4
Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the
institution and unit’s mission.
5
For example, three contributions of scholarship, leadership, and service might be 1) Scholarship - article published in a specific journal, 2) Leadership - officer of a
state or national association,and 3) Service - an evaluation of a local school program. NOTE: You MUST provide evidence of SCHOLARSHIP.
6
Use these codes: FT/FT – full time to the university and full time to the unit/program; FT/PT – full time to the university and part time to the unit/program; or,
PT/PT – part time to the university and part time to the unit/program.
2
WKU Communication Disorders (Initial and Rank 1) Page 11 of 32
Barbara
Brindle
Ph.D., SLP U of Virginia
Graduate faculty,
graduate advisor
Associate
Professor
Interim Department Head 2007-2008
SLP in parochial schools,
part-time
FT/FT
University Senate, Executive
committee Spring 2009
Richard
Dressler
Ph.D., SLP,
U of Memphis
Graduate faculty
Graduate advisor
Associate
Professor
Joseph Etienne
Ph.D., Audiology
S. Illinois University
Carbondale
Department Head
Assoc
Professor
Leisa Smith
Hutchison
Rank 1, M.S.
Communication
Disorders (+18 hours
early childhood special
education)
Instructor, clinical
supervisor
Instructor
Frank Kersting
EdD Vanderbilt, 1982
Professor, Clinical
Supervisor
Professor
Presentation at CAPCSD, 2008
Published LARK software program
Committee chair for KySHA
Director of the Preston Family
Foundation Acquired Brain Injury
Program
Presentations at 2008 CAPCSD
meeting, 2007 ASHA Convention and
the 2007 Engaging the Spirit
Conference
Served as Interim Associate Director at
WKU-Owensboro during the 20072008 academic year
Presentations: Feeding & nutrition
concerns in the child with special
needs; Oral Motor Dev. &
Breastfeeding the Child with Special
Needs; Creating Positive Mealtimes
(State Early Childhood Conf.); Using
an Oral Motor Approach to Speech
Sound Production (State KSHA
conference), 2007-’08 served as
Assistant Director of the Kelly Autism
Program at WKU
2008, CAPCSD presentation “Nuts and
Bolts of Distance Learning
Previous employment in
elementary education as an
SLP
FT/FT
2 years as school
audiologist
FT/FT
Ongoing Consulting with
school system on children
with complex needs and
feeding disorders
FT/FT
KTIP trainer & field
supervisor
PT/PT
Participate in IEP meetings
in the school system
FT/PT
2007, ASHA Presentation, Boston MA
Mary Lloyd
Moore
M.S., CD, WKU
faculty, Clinic Director,
clinical supervisor
Assistant
Clinical
Professor
2007, Engaging the Spirit Conference,
presenter
1) Public presentations to the
community about the CD
Clinic In the CEC;
WKU Communication Disorders (Initial and Rank 1) Page 12 of 32
Debbie Parsley
Jo Shackelford
MS, SLP, W. Kentucky
U
M.A., SLP,
U of Maine
Clinical supervisor
/Instructor
faculty, clinical
supervisor
Instructor
Instructor
2) Participation in the
collaboration Pilot Project of
The Listening Program with
the Medical Center in 20072008
3) Sponsored and led groups of
students to Frankfort for Posters at the
Capital for three consecutive years
Scholarly presentations at regional
speech meetings and trainings .
Collaborative research into the
Listening Program for autism and APD.
Clinical Education Complex Strategic
Advisory Committee
Pre-SLP Coordinator
Presentation at ASHA Conference,
2007, Boston, MA
20+
FT/FT
1 year ESL teacher
FT/FT
3 years as SLP, K-8
currently working on doctorate at the
University of KY
Jennifer
Simmons
Janice Carter
Smith
M.S. Communication
Disorders
WKU
M.S., SLP
U of Kentucky
instructor, clinical
supervisor, graduate
advisor
faculty, clinical
supervisor
Instructor
Instructor
n/a
2 years, K to 5
FT/FT
Poster Presentation, ASHA 2008,
Chicago, IL
SLP in schools, 5 years
FT/FT
Mini-seminar at Kentucky Conference
on Communication Disorders, 2008
WKU Communication Disorders (Initial and Rank 1) Page 13 of 32
E. WKU Curriculum Contract
Master of Science
Leading to Initial Certification, Communication Disorders, P-12
Contact Information:
Last,
First
Middle
WKU ID Number
Street
City
Home Phone Number
State
Zip Code
Specific degree requirements with advisement sheets attached.
E-mail Address
WKU Communication Disorders (Initial and Rank 1) Page 14 of 32
WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT
Master of Science degree
Leading to the Communication Disorders, P-12, Initial Certification
Curriculum
Credits
CD 500 Research Methods
CD 502 Motor Speech Disorders
CD 504 Seminar in Child Language
CD 506 Dysfluency
CD 507 Aphasia
CD 508 Voice Disorders
CD 510 Seminar in Professional
Issues
CD 511 Neurology
CD 514 Dysphagia
CD 515 Rehabilitative Audiology
CD 518 Advanced Alternative and
Augmentative
Communication
Modalities
CD 590 Clinical Internship
CD 591 Clinical Externship
3
3
3
3
3
3
3
3
3
CD 512 Phonology
CD 513 Cognitive Linguistic Disorders
3
3
3
3
3
1
6
3
Elective in the major
3
49 total
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Rank I - Communication Disorders
Contact Information:
Last,
First
Middle
WKU ID Number
Street
City
Home Phone Number
State
Zip Code
Specific degree requirements with advisement sheets attached.
E-mail Address
WKU Communication Disorders (Initial and Rank 1) Page 16 of 32
WESTERN KENTUCKY UNIVERSITY --- CURRICULUM CONTRACT
Leading to Communication Disorders Rank I
Curriculum
-Students must take CD 589 Special Topics in Communication Disorders
Credits
3
-Students should take at least one of the following:
 CD 503Advanced Diagnostic Procedures in Speech Pathology
 CD 505Orofacial Anomalies
 CD 570Administration and Supervision in Speech-Language Pathology
 CD 619Assistive Technology and Communication Interventions for
Students with Autism Spectrum
Disorders
 Any graduate course in Communication Disorders that does not appear on the
student’s graduate transcript may be acceptable
-If choosing to take courses outside the Department, students can select from the
following courses to obtain a total of 60 hours:
PSY 511/510 Psychology of Learning
EXED 532 Families, Professionals, and Exceptionalities
LTCY 519 Foundations of Teaching Reading
EXED 620 Seminar in the Administration of Special Education
EDAD 594 Seminar n Leadership: Auxiliary Programs in Education
EXED 518 Contemporary Challenges in Special Education
CNS 586 Parenting Issues
CNS 552 Testing and Assessment in Counseling
other approved electives may be acceptable
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Delineation of Unit/Program Transition Points – Advanced Preparation (Initial CD Certification)
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed
Minimal Criteria for Admission/Continuation
Unit Level Data:
 Admission Application
 Undergraduate Degree
 GAP Score (UG GPA x GRE)




Additional Program Specific Data (if any):
Completion of application
Evidence of degree
2200+
Evidence of certificate
Review
Cycle
Reviewed By
Each
Month
Graduate
Studies
Review
Cycle
Reviewed By
at the end
of the
internship
CD faculty
Review
Cycle
Reviewed By
Statement of intent
3 letters of recommendation
GAP Score of 2800
Undergraduate prereqs.
Transition Point 2: Admission to Culminating Assessment
Data Reviewed
Program Specific Data
 Successful completion of CD 590




Minimal Criteria for Continuation
 appropriate clinical skills
 Appropriate dispositions



Transition Point 3: Program Exit
Data Reviewed
Program Specific Data
 Demonstration of academic and clinical
knowledge and skills
 Passing score on Praxis or one of
Department’s comprehensive exams
Minimal Criteria for Exit
 rating of competent in all areas
annually
CD faculty
 score of 600
Remediation Opportunities:
Should the student or supervisor feel that a student needs additional support to help develop a competency,
the following steps are among those that may be taken:






special readings assigned by a faculty member
conferencing with clinical or academic faculty
skill modeling by clinical or academic faculty
adjustment in the placement schedule
adjustment in the length of the placement
assignment to a different placement site or supervisor
EPSB Disclaimer: Teacher certification requirements are subject to change. Before registering for the test(s), please refer to the
Education Professional Standards Board (EPSB) website at www.kyepsb.net for current requirements or contact Ms. Rice at
502-564-4606 or toll free 888-598-7667.
Student Signature:
Date: ____________
Advisor Signature:
Date: ____________
WKU Communication Disorders (Initial and Rank 1) Page 18 of 32
F. Syllabi
The following syllabi associated with our program are available at
http://edtech.wku.edu/peu/course-syllabi-epsb.htm:
CD 500: Research Methods In Communication Sciences And Disorders
CD 502: Motor Speech Disorders
CD 504: Seminar in Child Language (formerly, Seminar in Language Disorders)
CD 506: Dysfluency
CD 507: Aphasia (formerly, Dysphasia)
CD 508: Voice Disorders
CD 510: Seminar in Professional Issues
CD 511: Neurology of Speech and Language (formerly, Neurophysiology Of Speech)
CD 512: Seminar in Phonology
CD 513: Cognitive Linguistic Disorders (formerly, Advanced Neurogenics)
CD 514: Dysphagia
CD 515: Rehabilitative Audiology (formerly, Pediatric Audiology)
CD 518: Advanced Alternative and Augmentative Communication Modalities (formerly,
Augmentative and Alternative Communication)
CD 590: Clinical Internship
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APPENDIX A
Professional Education Unit
Conceptual Framework Core Beliefs
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Conceptual Framework
(03032008 version)
Mission
 The professional education unit of Western Kentucky University recruits, prepares, and supports school
practitioners and education leaders who can facilitate the learning of all children and empower them to
achieve at high levels as they become life-long learners and productive citizens in a global society.
Vision
 The professional education unit aspires to become a nationally recognized community of scholars who
apply the best that theory, research, and experience can contribute to teaching and learning and create
new knowledge that makes teaching, learning, and the operation of school more efficient and effective.
Beliefs About Children & Schools
BELIEF 1
All children can learn at high levels.
BELIEF 2
All children have a right to a quality education that empowers them to meet high expectations for
learning as defined by a democratic society.
Beliefs About Education Professionals
BELIEF 3
Diversity in our schools adds richness to the learning environment and provides enhanced
opportunities and possibilities for teaching and learning.
BELIEF 4
Highly effective education professionals require high levels of ability, rigorous training, and ongoing development of teaching/leadership skills that include reflective decision-making.
BELIEF 5
Highly effective education professionals know, apply, and reflect on the effectiveness of a variety of
theories, models and strategies in order to produce maximum learning for all students in all types of
school contexts and cultures.
BELIEF 6
Highly effective education professionals interact with the home and/or community of their students
to facilitate teaching and learning.
BELIEF 7
Highly effective education professionals have a strong content knowledge, sound pedagogical
knowledge and skills, and essential dispositions for facilitating learning and functioning as team
members in schools.

WKU has adopted the following knowledge and skills as key to the success of education professionals:
Kentucky’s Teacher Standards
WKU Communication Disorders (Initial and Rank 1) Page 21 of 32
Standard 1 – Content Knowledge: Demonstrates a current and sufficient knowledge of certified content
areas to develop student knowledge and performance in those areas
Standard 2 – Designs/Plans: Designs/plans instruction and learning climates that develop student abilities
to use communication skills, apply core concepts, become self-sufficient individuals, become responsible
team members, think and solve problems, and integrate knowledge
Standard 3 – Learning Climate: Creates a learning climate that supports the development of student
abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge
Standard 4 – Implements/Manages: Introduces/implements/manages instruction that develops student
abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge
Standard 5 – Assessment: Assesses learning and communicates results to students and others with respect
to student abilities to use communication skills, apply core concepts, become self-sufficient individuals,
become responsible team members, think and solve problems, and integrate knowledge
Standard 6 – Technology: Uses technology to support instruction; access and manipulate data; enhance
professional growth and productivity; communicate and collaborate with colleagues, parents, and the
community; and conduct research
Standard 7 – Reflection: Reflects on and evaluates specific teaching/learning situations and/or programs
Standard 8 – Collaboration: Collaborates with colleagues, parents, and other agencies to design,
implement, and support learning programs that develop student abilities to use communication skills, apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge
Standard 9 – Professional Development: Evaluates his/her overall performance with respect to
modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements
a professional development plan
Standard 10 – Leadership: Provides professional leadership within the school, community, and education
profession to improve student learning and well-being
WKU Communication Disorders (Initial and Rank 1) Page 22 of 32

WKU has adopted the following dispositions as key to the success of education professionals:
Candidate
Values…
As Demonstrated by…
Attendance - Consistently attends class and is on time
Class participation - Actively engaged and interested in the class activities
Learning
Class preparation - Consistently comes to class well prepared
Communication - Uses language to express ideas very effectively regardless of the age of the
listener
Personal Integrity
Emotional control - Displays steady emotional temperament, is receptive to viewpoints of others
and their suggestions
Ethical behavior - Shows self to be a person of strong character
Diversity
Willingly works with others from different ability, race, gender, or ethnic groups
Collaboration
Actively seeks out and incorporates ideas of others and willingly works with others to improve the
overall environment
Respect for school rules, policies, and norms - Knows school rules and policies, follows them
consistently, understands the purpose of regulations and respects their intent
Professionalism
Commitment to self-reflection and growth - Actively seeks suggestions and constructive
criticism, regularly engages in learning through self-reflection
Professional development and involvement - Makes use of information from professional
organizations, professional publications, and educational resources
Professional responsibility - Accepts responsibility for own actions and for helping all students
learning and actively seeks self-improvement
BELIEF 8
Highly effective education professionals utilize technology for teaching and learning, assessment
management, and research to the greatest extent possible.
Beliefs About Assessment and Accountability
BELIEF 9
Highly effective education professionals hold themselves accountable for their own performance by
collecting, analyzing, and reporting learning results and using this information to improve
performance and programs.
BELIEF 10
Highly effective education units develop and maintain assessment systems that follow the continuous
progress of candidates toward the achievement of high standards-based performance expectations
that are clearly defined and publicly communicated.
WKU Communication Disorders (Initial and Rank 1) Page 23 of 32
Alignment Matrix: NCATE, Kentucky Teacher Standards, PEU Conceptual Framework, WKU Strategic Plans
WKU PEU Conceptual Framework
NCATE Relationship
Standard Source
NCATE
Pedagogical Knowledge & Skills
Conceptual Framework Aligned with
Kentucky Teacher Standards
NCATE Content/Pedagogical
Content Knowledge
NCATE Standard 3
NCATE Standard 4
NCATE P-12 Learning
Conceptual
Framework
NCATE Dispositions
Conceptual Framework
Standards/Values
WKU Strategic Planning Documents
Conceptual
Framework
Beliefs
Academic Affairs
Strategic Plan
(Objectives)
WKU
Strategic Plan
(Goals)
3,5,7
1a,1e,2e
2
1-3,5,7
1e
1
1-3,7
1e
1
2,3,5,7
1e
1
1,2,4,6,7,9
1e
1
KTS1
Content Knowledge
KTS 2
Designs/Plans
KTS 3
Learning Climate
KTS 4
Implements/Manages
KTS 5
Assessment/Evaluation
KTS 6
Technology
5,7-9
1g,3b
1,3
KTS 7
Reflection
5,7-9
1a,1e
1
KTS 8
Collaboration
1-3,6
4b
4
KTS 9
Professional Development
4,5,7,9
3b
3
KTS 10
Leadership
1,2,4,5,7,9
1b,d
1
KTS 2-4
Dispositions
1-3,5-7,9
1a-c
1
Field Experiences & Clinical Practice
3,5,6
1e
1
Diversity
1-3,6
1b,1c,2g,2h,3d
1-3
Impacts P-12 Student Learning
5,8,9
1b
1
KTS 2-4
WKU Communication Disorders (Initial and Rank 1) Page 24 of 32
APPENDIX B
Professional Education Unit
Program Assessment Plan – Advanced Preparation
Name of Preparation Program: Communication Disorders (Initial Certification)
Date Completed: December 12, 2008
Date Submitted: December 12, 2008
Submitted By: Joseph Etienne
Plan Version: 03032008
WKU Communication Disorders (Initial and Rank 1) Page 25 of 32
WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION
Conceptual Framework
Standards/Values
Component 1:
Admission Data
Component 2:
Course Based Assessment Data
REQS
Critical Performances
Component 3:
Clinical Experiences Data
Component 5:
Exit and Follow Up Data
Exit
Survey
Alumni
Survey
Employer
Survey
Content Knowledge
X
X
X
X
X
Designs/Plans
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Implements/Manages
Assessment/Evaluation
Technology
Reflection
Collaboration
Professional Development
Leadership
Dispositions
Field Experiences & Clinical
Practice
Aligned to Kentucky Teacher and
Learned Society Standards
Capstone Assessment
Various Data Required by Graduate Studies and/or Program
Final Clinical
Experience/Evaluation
Learning Climate
Early Clinical
Experiences
Component 4:
Culminating Assessment
Data
Diversity
X
X
X
X
X
X
Impacts P-12 Student Learning
DATA MAINTAINED BY:
X
OTS
Faculty
CEBS ACCSYS
CEBS ACCSYS
DATA REPORTING CYCLE:
Semester
DATA REVIEWED BY:
Program
DATA HOUSED IN:
Program
Program
Program
Program
Program
Program
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Biannually
Faculty/Programs/PEC
Program
Program
Program/Dean
Program
Program
Program
1: Program
2: Admission to Culminating Assessment
Admission
*Each advanced program must identify forms or associated questions/rubric items for each X.
Transition Points:
X
(May be part of TP 2 or 3)
3: Program Exit
WKU Communication Disorders (Initial and Rank 1) Page 26 of 32
How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHICS
WKU Professional Education Unit Electronic Accountability System Components
COMPONENT 3
COMPONENT 1
COMPONENT 2
Admission Data
Electronic
Portfolio System
Early Clinical
Experiences
Final Clinical
Experience
Culminating
Assessment
Data
Certification &
Praxis
Follow Up
Surveys
INITIAL
PREPARATION
Data entered by
Office of Teacher
Services after
Student
Orientation
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Curriculum &
Instruction staff
after candidates
submit
Fieldwork
Summary Form
Data entered by
Office of
Teacher
Services
Teacher Work
Sample Scores
entered
electronically by
faculty & Ed
Technology
Data entered by
Office of Teacher
Services
Electronic
survey data
merged into
Accountability
System
ADVANCED
PREPARATION
Data entered by
Office of Teacher
Services after
Graduate
Admission
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data currently
housed by each
program
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Office of Teacher
Services
Data currently
housed by each
program
TRANSITION
POINTS
1: Program
Admission
Data currently
housed by each
program
2: Admission to Culminating Assessment and/or
Final Clinical Experience
*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.
(Overlap in some
AP Programs)
COMPONENT 4
REPORTS
3: Program Exit
COMPONENT 5
WKU Communication Disorders (Initial and Rank 1) Page 27 of 32
Courses
Critical Performance Assessment Alignment Matrix (Current: June 2007)
Advanced Preparation Professional Education Program (American Speech-Language-Hearing Association (ASHA))
III-A
III-B
III-C
III-D
III-E
III-F
III-G
III-H
Basic Sciences
Basic Human
Communication
Natures
Communication
Knowledge
Ethical Conduct
Research
Professional
Issues
Professional
Credentials
IV
Skills Outcomes
Discuss and write
article summaries
CD 500 Research
Exam
Exam
Discussion
board
Exam
Discussion board
Class
discussion
Paper
CD 509 Speech Science
Evaluation of
demonstrated skills
Group Presentation
CD 507 Aphasia
Exam
Evaluation of
demonstrated skills
Class Assignment
Class Project
CD 511 Neurology
Exam
Evaluation of
Demonstrated Skills
Evaluation of
demonstrated skills
CD 590 Clinical
Internship
CD 502 Motor Speech
Disorders
CD 504 Seminar in
Child Language
Classroom
Assignment
Exam
Independent
Project
Discussion
Paper
Discussion Paper
Class discussion
Presentations
Exam
Exam
Presentations
Clinician
evaluation
CD 514 Dysphagia
Evaluation of
demonstrated skills
Evaluation of
demonstrated skills
CD 591 Externship
CD 506 Fluency
Test
Project
Test
Practicum
WKU Communication Disorders (Initial and Rank 1) Page 28 of 32
Evaluation of
demonstrated skills
Quizzes
Paper
CD 508 Voice
Disorders
Quizzes
Chat
Exam
Quizzes
Chat
Exam
Quizzes,
Chat
Exam
Evaluation of
demonstrated skills
Classroom
discussion
Presentation
Exam
CD 510 Professional
Issues
Classroom
discussion
Classroom
Discussion
Paper
CD 515 Rehabilitative
Audiology
CD 513 Cognitive
Linguistic Dis.
Exams
Presentation
Paper
Class assignment
Exam
Class Project
Class discussion
Exam
Special topic paper
Case Study
application
Research Paper
CD 512 Seminar
Phonology
Assigned
article
Abstract
Special topic
paper
CD 589 (Rank I only)
Alignment
4,5
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Special topic paper
Class
discussion
Exam
Special topic
paper
Special topic
paper
1,4,5
7,10
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
8,9,10
2,3,4,5,8,9
WKU Communication Disorders (Initial and Rank 1) Page 29 of 32
Delineation of Unit/Program Transition Points – Advanced Preparation (Initial CD Certification)
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed
Minimal Criteria for Admission/Continuation
Unit Level Data:
 Admission Application
 Undergraduate Degree
 GAP Score (UG GPA x GRE)





Additional Program Specific Data (if any):
Completion of application
Evidence of degree
2200+
Evidence of certificate
Review
Cycle
Reviewed By
Each
Month
Graduate
Studies
Review
Cycle
Reviewed By
at the end
of the
internship
CD faculty
Review
Cycle
Reviewed By
Statement of intent
3 letters of recommendation
GAP Score of 2800
Undergraduate prereqs.
Transition Point 2: Admission to Culminating Assessment
Data Reviewed
Program Specific Data
 Successful completion of CD 590




Minimal Criteria for Continuation
 appropriate clinical skills
 Appropriate dispositions



Transition Point 3: Program Exit
Data Reviewed
Program Specific Data
 Demonstration of academic and clinical
knowledge and skills
 Passing score on Praxis or one of
Department’s comprehensive exams
Minimal Criteria for Exit
 rating of competent in all areas
annually
CD faculty
 score of 600
Remediation Opportunities:
Should the student or supervisor feel that a student needs additional support to help develop a competency, the
following steps are among those that may be taken:






special readings assigned by a faculty member
conferencing with clinical or academic faculty
skill modeling by clinical or academic faculty
adjustment in the placement schedule
adjustment in the length of the placement
assignment to a different placement site or supervisor
WKU Communication Disorders (Initial and Rank 1) Page 30 of 32
Other Key Data Collection Matrix
Preparation Program: Communication
Disorders (Advanced Preparation)
Program Level Data Collection Points (Courses)
CF Values
Unit-Wide Assessment
1
2
3
4
CD590
CD591-1
CD591-2
CD591-3
5
Dispositions
Dispositions Form
Field Experiences & Clinical Practice
Early Clinical Experience Summary Information
***
***
***
***
***
Field Experiences & Clinical Practice
Final Clinical Experience Summary Information
***
***
***
***
***
KTS/Impacts P-12 Student Learning
Capstone Assessment
Submission
of
Knowledge
and Skills
Acquisition
(KASA)
form
Submission
of
Knowledge
and Skills
Acquisition
(KASA) form
Submission
of
Knowledge
and Skills
Acquisition
(KASA)
form
***
***
***
KTS/Dispositions
Final Clinical Experience Evaluation
KTS
Exit Survey
Diversity*
Early/Final Clinical Experience Summary Information
Portfolio
Case Study
Submission
of
Knowledge
and Skills
Acquisition
(KASA)
form
and
dispositions
rating by
clinical
faculty
CD 510
***
*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students.
*** All graduates of the Master of Science degree in Communication Disorders will demonstrate entry level
***
competencies with clients across the
lifespan and diverse cultural backgrounds as addressed in the 2005 certification standards of the American Speech Language Hearing Association
and the 2008 accreditation standards of the Council on Academic Accreditation in Audiology and Speech Language Pathology.
WKU Communication Disorders (Initial and Rank 1) Page 31 of 32
Annual Program Assessment Report Outline (Due September 15)
Academic Year __________
1. Present your continuous assessment results in the following areas:
a. Admission Data
b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment results,
P-12 student diversity statistics, and results of efforts to ensure all candidates
work with diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student
learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program
Standards (Advanced Programs) AND other key Conceptual Framework values. Be sure
to describe what the results tell you about your candidates’ progress toward/proficiency
on each standard/CF value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide
meetings, department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make
based on your assessment results.
b. Describe any program curriculum or experience changes you have made/will
make based on your assessment results.
c. Describe any decisions about group/individual student progress you have
made/will make based on your assessment results.