2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
Part II: Assessment Report Data Tables
Student Learning Outcome 1: Candidates will demonstrate content knowledge of
students with mild/moderate disabilities.
Criterion 1.1: Graduate Candidates will demonstrate content knowledge of
(a) students with mild-moderate disabilities (b) assessment of students and
development of IEPs (c) promoting student development and learning, (d) working in
collaborative learning communities.
Instrument/Measurement: Oklahoma Subject Area Test (OSAT): Special Education
Certification Exam.
Population: OSAT data from Special Education Graduate Candidates who choose to
take the Special Education OSAT test and provide results to ECU
Standard: Score at or above state average
Instrument/Measurement: Oklahoma Teacher Certification Test
(OSAT, Subareas 1, 2, 3, 4)
2013-2014
State
Mean
N=
ECU
Mean
256
*20122013
248
2012
Spring
248
2011
2010
2009
252
248.4
248
N=1
N =2
N =1
N = 9 N=11
N=5
267
260
289
264
254
274
*Please note transition from calendar year to academic year in fall 2012
Analysis: The data indicates that Graduate Candidates met standard of scoring at or
above state mean for all five years. Future program goal is to increase the average
mean score by emphasizing more in delivery of course content in the areas of (a)
students with mild-moderate disabilities (b) assessment of students and development of
IEPs (c) promoting student development and learning, (d) working in collaborative
learning communities. Please note that Graduate Candidates are not required to take
the OSAT, so the total number represented in the chart above may not correspond with
the N reported in subsequent instruments (i.e., class assignments or surveys).
Criterion 1.2: Graduate Candidates will demonstrate content knowledge by
understanding the ever changing field of special education, state and federal laws on
students with disabilities, similarities/differences of students, and how these influence
professional practice.
1
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
Instrument/Measurement: Practicum Field Experience CEC Content Standards
Survey Addendum by mentor teachers. This assessment instrument is completed by
each of our Graduate Candidate’s mentor teachers. Survey items # 1, 4, and 5 address
Criterion 1.2.
Population: Special Education Master’s Candidates (practicum/internship)
Standard:
(2009-spring 2013) -The average response of mentor teachers surveyed
will equal or exceed a "4.2" where responses are scaled from SA-5 (strongly agree), A-4
(agree), U-3 (undecided), D-2(disagree), to SD-1(strongly disagree).
(2013-2014). Beginning in fall 2013, the Likert Scale was changed from a
5 point scale to a 3 point scale. The average response of mentor teachers surveyed
will equal or exceed a 2.4 where responses are scaled from “Exemplary (3),
“Acceptable (2)” or “Developing (1)”.
Practicum Field Experience Evaluation CEC Content Standards
Addendum by Mentor Teachers
YEAR
Item 1
Item 4
Item 5
2009
4.5
4.5
4.8
N=6
2010
4.6
4.5
4.6
N=4
2011
4.6
4.8
4.7
N=5
2012 Spring
N=1
4.8
4.8
4.9
*2012 - 2013
N=2
4.6
4.5
4.8
**2013-2014
N=3
2.7
2.8
2.9
*Please note transition from calendar year to academic year in fall 2012
**Please note transition of 5 point Likert Scale to 3 point beginning in fall 2013.
Survey Items:
East Central Special Education Program Teacher is able to:
Item 1: Understand the ever changing field of special education based on evidencedbased principals and theories, relevant laws and policies, historical points of view,
human issues/diversity and how these influence professional practice.
Item 4: Understand and demonstrate respect for similarities and differences of students
in human development and also use this information to respond to varying abilities and
behavior of individuals with exceptional learning needs (ELN).
2
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
Item 5: Apply state and federal laws, policies, and procedures dealing with students with
disabilities or suspected of having disabilities
Analysis: The data indicates that Graduate Candidates met standard for the five
year period. If items indicated that the standard had not been met, instructor(s) would
do additional follow-up with Graduate Candidates and determine what specific changes
need to be implemented to improve scores. Future program goal is to increase the
average score by emphasizing more on understanding the ever changing field of special
education, state and federal laws on students with disabilities, similarities/differences of
students, and how these influence professional practice.
Student Learning Outcome 2: Graduate Candidates will demonstrate knowledge and
skill in instructional planning and instructional strategies.
Criterion 2.1: Graduate Candidates will develop long term and short term
learning goals/objectives for typical and atypical students (i.e. differentiated instruction).
Instrument/Measurement: Rubric for Differentiated Unit Plan of Instruction. This
rubric, completed in Advanced Methods of Teaching Children with Mild/Moderate
Disabilities, evaluates Graduate Candidates ability to understand and develop lesson
plans for a variety of learners (i.e., typical, atypical).
Population: Performance data (i.e., grades) Special Education Graduate Candidates in
the Advanced Methods of Mild/Moderate class EDUC 5163
Standard: Teacher Graduate Candidates will score 83% (B) or above and overall
mean will be compared to previous year(s) determined areas of growth or weakness.
2013-2014
%
2012- 2013
%
2012
Spring
%
2011 2010 2009
%
%
%
Unit Plan
Class Mean
92
90
98
92
88
*Please note transition from calendar year to academic year in fall 2012
91
Analysis: The data indicates that Graduate Candidates met standard. If class
mean was not a minimum of 83% or did not show improvement from last year, further
analysis would be made to determine possible plans for improvement. Future program
goal is to increase the average score by emphasizing more on long term and short term
learning goals/objectives for typical and atypical students (i.e. differentiated instruction).
Criterion 2.2: Graduate Candidates will demonstrate knowledge and skill by
promoting student development and learning through instructional content, practice,
3
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
planning, and managing teaching/learning. Functional lesson plans for students with
mild/moderate disabilities will be developed and implemented.
Instrument/Measurement: Practicum Field Experience Evaluation CEC Content
Standards Survey Addendum completed by mentor teachers. This assessment
instrument is completed by each of our Graduate Candidates mentor teachers. This
assessment instrument breaks down aspects of teaching into knowledge, skills, and
dispositions. Survey items # 2, 8, and 10 address Criterion 2.2.
Population: Population: Special Education Master’s Candidates
(practicum/internship)
Standard: (2009-spring 2013) -The average response of mentor teachers surveyed
will equal or exceed a "4.2" where responses are scaled from SA-5 (strongly agree), A-4
(agree), U-3 (undecided), D-2(disagree), to SD-1(strongly disagree).
(2013-2014). Beginning in fall 2013, the Likert Scale was changed from a
5 point scale to a 3 point scale. The average response of mentor teachers surveyed
will equal or exceed a 2.4 where responses are scaled from “Exemplary (3),
“Acceptable (2)” or “Developing (1)”.
Practicum Field Experience Evaluation CEC Content Standards Addendum by
Mentor Teachers
YEAR
Item 2
Item 8
Item 10
2009
4.5
4.3
5
N=6
2010
4.4
4.5
4.6
N=4
2011
4.5
4.4
4.9
N=5
2012 Spring
N=1
4.7
4.7
4.8
*2012 - 2013
4.3
4.4
4.6
N=2
2013 - 2014
2.6
2.8
2.8
N=3
*Please note transition from calendar year to academic year in fall 2012
**Please note transition of 5 point Likert Scale to 3 point beginning in fall 2013.
Survey Items:
East Central Special Education Program Teacher is able to:
4
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
Item 2: Promote student development and learning through instructional content and
practice, planning, and managing teaching and learning environments
Item 8: Develop and implement IEPs/IFSPs/FBAs/BIPs and individual transition plans
based on assessment data
Item 10: Devise functional lesson plans appropriate for students with disabilities
Analysis: The data indicates that Graduate Candidates met standard for the five
year period. If items indicated that the standard had not been met, instructor(s) would
do additional follow-up with Graduate Candidates and determine what specific changes
need to be implemented to improve scores. Future program goal is to increase the
average score by emphasizing more on promoting student development and learning
through instructional content, practice, planning, and managing teaching/learning.
Functional lesson plans for students with mild/moderate disabilities will be developed
and implemented.
Student Learning Outcome 3: Graduate Candidates will demonstrate identified
professional attitudes (i.e., dispositions) necessary for effective teaching. The definition
of disposition for purposes of this outcome is a focus on 1) accepting
similarities/differences of students, 2) willingness to collaborate with parents, related
service providers and community agencies to determine goals for children in culturally
responsive ways and recognize how these influence professional practice.
Criterion 3.1 Graduate Candidates will demonstrate disposition by 1) accepting
similarities/differences of students, 2) willingness to collaborate with parents, related
service providers and community agencies to determine goals for children in culturally
responsive ways and recognize how these influence professional practice.
Instrument/Measurement: Practicum Field Experience CEC Content Standards
Survey Addendum completed by mentor teachers. This assessment instrument is
completed by each of our Graduate Candidates mentor teachers. Survey items # 4, and
5, address Criterion 1.2.
Population: Special Education Master’s Candidates (practicum/internship)
Standard: (2009-spring 2013) -The average response of mentor teachers surveyed will
equal or exceed a "4.2" where responses are scaled from SA-5 (strongly agree), A-4
(agree), U-3 (undecided), D-2(disagree), to SD-1(strongly disagree).
(2013-2014). Beginning in fall 2013, the Likert Scale was changed from a
5 point scale to a 3 point scale. The average response of mentor teachers surveyed
will equal or exceed a 2.4 where responses are scaled from “Exemplary (3),
“Acceptable (2)” or “Developing (1)”.
5
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
YEAR
Item 4
Item 17
2009
4.5
4.4
N=6
2010
4.5
4.3
N=4
2011
4.7
4.5
N=5
2012 Spring
4.8
4.6
N=1
*2012 - 2013
4.5
4.5
N=2
**2013 - 2014
2.9
2.7
N=3
*Please note transition from calendar year to academic year in fall 2012
**Please note transition of 5 point Likert Scale to 3 point beginning in fall 2013.
Survey Items:
East Central Special Education Program Teacher is able to:
Item 4: Understand and demonstrate respect for similarities and differences of students
in human development and also use this information to respond to varying abilities and
behavior of individuals with exceptional learning needs (ELN).
Item 17: Willingness to collaborate with parents, related service providers, and
community agencies to determine appropriate educational goals for their children in
culturally responsive ways.
Analysis: The data indicates that Graduate Candidates met standard for the five
year period. If items indicated that the standard had not been met, instructor(s) would
do additional follow-up with Graduate Candidates and determine what specific changes
need to be implemented to improve scores. Future program goal is to increase the
average score by emphasizing more to demonstrate disposition by 1) accepting
similarities/differences of students, 2) willingness to collaborate with parents, related
service providers and community agencies to determine goals for children in culturally
responsive ways and recognize how these influence professional practice.
Criterion 3.2: Graduate Candidates will demonstrate identified program
dispositions (dependability, initiative, neatness/appearance, and cooperativeness during
practicum field experience.
Instrument/Measurement: Practicum Field Experience Evaluation by mentor teachers
and self- reflection by Master’s students (Part II, items A, B, C, D).
6
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
Population: Special Education Master’s Candidates (practicum/internship) including
(1) Survey Data from Mentor teachers assigned to supervise Graduate Practicum
Candidates and (2) Survey Data from Special Education Graduate Candidates
Standard: The average response of mentor teachers & Masters’ level students will
equal or exceed 2.5 where responses are scaled from “Target” (3), “Acceptable” (2),
“Unacceptable” (1), or “Not Observed” (0).
Year
N=
Part II A
Part II B
Part II C
Part II D
Mentor
Graduate
Student
Mentor
Graduate
Student
Mentor
Graduate
Student
Mentor
Grad
Student
2009
6
2.6
2.7
2.5
2.6
3
3
2.9
2.8
2010
4
2.7
2.8
2.4
2.8
2.7
2.9
2.9
2.6
2011
5
2.7
2.6
2.8
2.6
2.9
2.9
2.9
2.8
2012
Spring
1
2.9
2.7
2.9
2.7
3
2.8
3
2.8
*20122013
2
3.0
2.7
2.8
2.7
2.9
2.7
2.9
2.7
20132014
3
2.9
2.6
2.9
2.7
2.8
2.7
2.9
2.7
*Please note transition from calendar year to academic year in fall 2012
Part II A: Dependability
Part II B: Initiative
Part II C: Neatness and appearance
Part II D: Cooperativeness
Analysis: The data indicates that Graduate Candidates met standard for five year
period. If items indicated that the standard had not been met, instructor(s) would do
additional follow-up with Graduate Candidates and determine what specific changes
need to be implemented to improve scores. Future program goal is to increase the
average score by emphasizing more on identified program dispositions (dependability,
initiative, neatness/appearance, and cooperativeness during practicum field
experience).
Sharing with Stakeholders/Advisory Committee:
The data gathered for internal purposes is examined every year and then
disseminated/discussed with an advisory panel consisting of 2 public school teachers
7
2013-2014 AY
School of Education/Psychology
ASSESSMENT REPORT
Pt. II
Special Education: Graduate
East Central University
currently teaching, the Special Education faculty, a current special education Candidate,
and the Chair and Dean of the Education Department. The committee meets two times
per year to review data, get input, and make recommendations. The Teacher Education
Committee then reviews the data and recommendations at the annual teacher
education retreat in August of each year.
8